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HEART-TALKS WITH. -^"^ ■\€SIFMS 



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BY MABm. HUKT BUX^LtEB 




UNION FUBUSHING COMPANY 
AtkBta, G»orgk 



neairt--talks witli Teacliers 

witli special empkasis on 
Primarij Work 

AND A 

Suggestive, Adaptable Program 
for eacli davj in tlie vjear 

BY 

MABEL HURT BULLARD 

Teaclier in Normal Scliool Department, Atlanta Universitvj 

and 

Teaclier ol Primarij Metkods, Ttiskegee Institute 
Summer Scliool 



Copyrighted 1922 



IJ.^ «'-L>, 



MAY 151922 

©CU676211 



DEDICATED 

to 

The hundreds oi" teachers whom I have 

instructed in Primarij Methods at 

Tuskegce Institute, Alabama 



FOREWORD 



^^HE aim of this book is to aid teachers in 
^^ the preparation of their school work. 
Young teachers will find many devices and 
helps which Mrs. Bullard has tried out for sev- 
eral years in the Summer School for Teachers 
at Tuskegee Institute. They have grown out of 
practical school experience and are intended to 
give not only added interest to the work of 
teaching, but to secure greater results from the 
pupils taught ; a nearer approach to perfection 
in their physical, mental and moral develop- 
ment. The present day aim of education, act- 
ing through all the environment, touches the 
child, home, school and community in general, 
and fosters the development of well trained 
minds and bodies, and self-reliant characters. 
Used with these ideals in mind this book cannot 
fail to be a valuable help to those who follow 
its principles. 

Mrs. Booker T. Washington. 



PREFACE 



As teacher of Primary Methods at Tuskegee Institute, 
Alabama, I have had the pleasure of instructing hun- 
dreds of teachers from the cities and rural disricts of 
most of the Southern States. 

Each year they were given in the course, the helps 
which they most needed, and were permitted to pass in 
slips stating just what work they wished to have ex- 
plained. 

I have kept track of the things most generally needed 
and have taken into account the helps for which they 
have written me requests during the school year. Solu- 
tions of these problems I have endeavored to write in a 
simple, definite, practical way. I present these to the 
teaching public as methods which are true and tried, and 
which have proven of great value to me and also to those 
who have been under my instructions. 

The general rules and the program of handwork will 
be valuable to teachers of any grade. I have made actual 
and practical use of them in many kinds of work, rang- 
ing from kindergarten through all the grades, and some 
have been applied even in normal school classes. 

I am greatly indebted to Miss Brown, of Columbia 
University, for several directions used in the Handwork 
Program. Also to various teachers of handwork and 
authors of ''Handwork Books," from whom ideas have 
been learned. 



Comiteinits 



PART I 

Chapter Page 

I Discipline 6-11 

II Character Traiuing 13-13 

III Community Life — Phiy 14-16 

IV Home Work — Examinations 16-20 

V . Corporal Punishment — EfEective Punishment . 21-23 

VI .... Detaining at Eecess and After School 24-25 

PAET II 

VII Silent Eeading 26-28 

VIII Writing 28-32 

IX Arithmetic — First Grade Project 32-38 

X Spelling 39-41 

XI Suggestions— Late Methods 42-44 

XII Project for Eight Grades 45-50 

PART III 

XIII Games 50-52 

XIV Rhythms 52-53 

XV Music 54-57 

XVI Story Telling 57-60 

XVII Story Dramatization 60 

XVIII Preparation of Special Programs 60-61 

PART IV 

Handwork for Each Day from September to June 62-83 

PART V 

Handwork for Home, Playground or Summer School 

June to September 83-90 



6 Primaey Methods 

PART I— CHAPTER I 

Discipline 

Discipline — One of the first questions a young teacher 
(and indeed many an old teacher) asks is, ''How can 1 
become a good disciplinarian?" In answer I give seven 
general rules: 

1. Know your subject. 

2. Know how to present. 

3. Know your children. 

4. Be sympathetic. 

5. Love your children. 

6. Study yourself and create an "ideal atmosphere" 
in your school-room and community. 

7. Keep your children busy. 

Know Your Subject — Why? Children are great char- 
acter-readers. If a teacher does not know her subject, 
the children find it out the moment she steps into the 
room, for she cannot walk with a sure step or be "mon- 
arch" of all she surveys, if way down in her heart she 
knows she is not absolutely sure of what she is about to 
teach. The realization of her lack of preparation makes 
the teacher nervous, irritable and easily vexed. The 
children catch her spirit and immediately become restless 
and irritable. 

When it is time to teach a subject, such a teacher takes 
up her book and she is so absorbed in trying to get the 
next question to ask and also the answer to that question, 
that all kinds of happenings occur and thereby destroy 
the good order of the room. The children soon find that 
they have time for various kinds of mischief while 
teacher is studying the lesson. 

Very soon these children form the habit of thinking 
slowly, for such a teacher can never mould quick think- 
ers, nor can she look over her class to see who should be 
called upon at a particular time — she is too busy prepar- 



Primary Methods 7 

iiig the lesson. The result is, a class of dull, mischiev- 
ous, irritable children who have plenty of time for tricks. 
Know How to Pnesent — Why! It is not enough for the 
teacher to know her subject, for her main object should 
be to see that her children know the subject. This most 
certainly cannot be, unless a clear, concise, interesting 
presentation is made. 

When I say children or class, I refer to each and every 
normal child in the class, and no teacher can say that she 
has presented a lesson successfully unless each and every 
normal child in her class grasps the meaning. The in- 
experienced teacher is likely to be misguided because a 
few brilliant children may grasp the lesson, even though 
it is poorly presented, but I hope no teacher who reads 
this booklet will be satisfied with less than a one hundred 
per cent understanding from her class. 

Speaking of presentation, generally, I recommend: 

1. Explain each step or topic clearly and ask ques- 
tions to see if it is understood. 

2. Grive little advance and much review work. 

3. Let children give back, in their own words, the 
thought which you or the author has expressed. 

But the subject of presentation is one which must be 
treated specifically as regards each subject, so I am 
leaving that for another chapter. Only let me impress 
upon you the importance of making a presentation which 
reaches and enlightens every pupil in your class. 

Know Your Children — Why? Is it worth anything for 
you to know why Mary finds it hard to sit still, or why 
Johnny seems so lazy and drowsy, or why one child 
shows such a decided dislike for another child wihout any 
apparent cause, or the thousand and one other wonders 
a teacher sometimes has about her children? 

Do you not sometimes find yourself murmuring, ''I 
wonder what makes that child so?" How can you know? 



8 Primary Methods 

Here are a few ways of finding reasons and knowing 
each child more intimately: 

1. Visit the child's home. 

2. Organize Parent-Teacher Clubs. 

3. Encourage a Free-talk Period before school. 
Now I hear you think it is impossible to visit each 

child's, home. I know it is hard to find the time, and in 
the case of some rural teachers it is almost impossible 
to visit, after holding school late and performing other 
Saturday and Sunday duties. But, I also know that it 
takes less energy, and in the long run, less time, to visit 
homes and make suggestions as to diet, ventilation, rest- 
periods, behavior, etc., than it does to stop the whole 
class every day for such corrections. For these sugges- 
tions when wisely carried into the home are effective and 
beneficial to all the children of that home, as well as to 
the teacher, a point I shall discuss a little later. 

Of course, for fear you may not have time to visit each 
home, start with the home wliich needs you most. See just 
what is the trouble with Eddie — find out just why he 
behaves worse than any other child in your class. Use 
at all times great diplomacy. Sometimes you need not 
ask a single question about the child — simply "drop in," 
and observe, and perhaps lend a word of cheer or con- 
solation, or whatever is needed, to the mother and she 
will unfold all her troubles to you. Why! Because she 
feels that you are interested in her child and in her — you 
have taken your valuable time to call on her and in nine 
oases out of ten it is highly appreciated. 

Or, if at some time you chance to take your class out 
for a walk to observe nature, for instance, you may pass 
near some child's house. It is a good plan to ring the bell 
and speak to the mother. She will appreciate your in- 
terest and your influence in the community will be 
strengthened. 

It is not necessary to dwell on the benefits of Parent- 
Teacher clubs, since most teachers are so familiar with 



' Primary Methods 9 

these. But I will suggest that you procure experts to 
deliver lectures on diet, hygiene, health, teeth and other 
topics of importance — it is more effective than sugges- 
tions from the teacher and is an incentive to parents to 
attend. Another feature beneficial to many mothers is 
the decoration of the room for different festivals which 
occur almost every month, and in some instances it is good 
training for the mothers, to have a purely social gather- 
ing and serve properly, light refreshments. Parents 
look to the teacher for suggestions along all lines and 
they imitate you and follow your advice more closely 
than you sometimes imagine. Help them all that you 
possibly can. You will find real joy in so doing, and your 
school room work will become easier and more pleasant 
because the parents admire you and take greater interest 
in having their children please you. From time to time 
you will find that parents will visit the school, or seek you 
at a gathering to ask about their children. Why! Be- 
cause you have manifested an interest aside from signing 
the pay-roll. 

The Free-talk Period — Is a great help to the teacher. 
It should come at the time when the children are gather- 
ing for school. Instead of standing around chatting 
with other teachers, try sitting in your room, or going 
on the playground, as the case may be, and "chum" 
with your children. Get interested in their childish likes 
and dislikes, in their joys and sorrows, and exchange 
ideas and views with them. You will find that you get 
volumes of valuable information which will help you in 
your child-study problems. Just try it for a week and 
see. 

There is no reason why you should not know each child 
intimately, if you visit as many homes as practicable, 
hold interesting Parent-Teacher meetings and encourage 
your children to discuss their childish affairs with you. 
You will notice that parents will look after your dis- 
cipline almost unconsciously. 



10 Peimary Methods 

Be Sympathetic; Love Your Children — How? During 
the Free-Talk period the teacher should talk simply and 
understandingly, just as an older child would talk with 
younger children. There are so many things your chil- 
dren want you to know about their childish interests. 
Many times their mothers are so busy that they simply 
say to them, ''Hush! Go away. I have no time to listen 
to you now." So the children are just hungry for the 
sympathy of some one whom they trust, and if the 
teacher will only manifest her interest she will soon find 
out how tragic it was for the little child's balloon to 
burst or her favorite dolly to get broken, or just how 
badly she felt when she was scolded and sent to bed. 
Dozens of other happenings which to us grown-ups seem 
trivial are just as terrible to the child as the loss of our 
purse on the first of the month would be to us. 

Then why not lend an ear? Give a word of sympathy 
here and there, or in some way express that sympathy — 
by a grasp of the hand, or a pat on the head, or the lay- 
ing of the hand on a shoulder. The child will catch your 
meaning and love you, and you will love him, for sym- 
pathy is very closely related to love — and love is the 
most powerful force on earth below or in Heaven above. 
Maybe if you listen sympathetically to "old bad John" 
you can get his point of view and help him, and love him 
too. 

Love Your Children — love them really, for unless you 
do, they will never love you — and until they love you 
they will never make special effort to please you. We 
all strive to please those whom we love, and there is no 
stronger, purer love than that of pupil toward teacher. 
It follows the child all through life. Even now, you and 
I really love some teacher we had, as much today as 
when we were children. We can remember too how hard 
we tried to please that particular teacher. Is it not 
worth while that your children love you? But first, you 
must love them — and you do not need ever say to them, "I 



Primaey Methods 11 

love yon"— just do it, and your many manifestations of 
sympathy and understanding will demonstrate to tliem, 
as no words can. 

Now, I know we have all seen the ''mean, cross 
teacher" get obedience and results, but what is the ef- 
fect upon the child! Fear is bad for his nerves aftects 
his growth and impairs his development generally; be- 
sides, what Teacher wants to be a tyrant, and have dear 
little children good through fear, which lasts only so 
long as the teacher stands over them. But how diiferent 
when the children are good and sweet and truthtui 
because Miss Jones says it is right and they love and 
trust her This is real character-buildmg, which should 
be the chief aim of education. The parents soon notice 
the value of such training. This takes us to the next 
point. 

Create An Ideal Atmosphere— Bj this I mean-exert 
a helpful and exemplary influence over the children 
placed in your care so that when anyone steps into your 
room he can, in a moment's time, feel that the right spirit 
exists there— that you and your pupils are at ease, are 
happy, sweet and interested— and busy. 

Have you not gone into school-rooms where although 
on the surface, everything went on fairly well Y^n tel 
that the teacher was all out of sorts and just able to hold 
you could just see discontent and concern written on her 
the children's attention because of your presence-and 
face and observe latent restlessness all over the room- 
aiid then just as soon as you were outside the door there 
was a bustle, and a scold, etc., etc.? Well, that is what I 
call failure to have created an ideal school-room atmos- 
phere. There is a lack of harmonious working m such 
a room. 

Be not guilty of such failure. Conscientiously strive 
to acquire the six points just discussed, and last but not 
least, 



12 Peimaey Methods 

Keep Children Busy — Crowd in so much work and 
wholesome recreation that there will be no time left for 
mischief-making. Go naturally and quickly from one 
subject to the next and you will never, never have to 
think of discipline as such. Only now and then will you 
have occasion to reprove or punish a child, for they will 
all be too busy and too anxious to please, to find time for 
things v/hich are not in keeping with good order. Re- 
member too, that children love to keep busy. 

Now I know there are some teachera who have placed 
so much stress on discipline as such, and mth such poor 
results, that they will doubt that it can be so easily at- 
tained — but actual experience has shown me that dis- 
cipline is the easiest part of real teaching. Be a real 
teacher, and discipline takes care of itself. 

CHAPTER II 

Character Training 

Habits — As aforesaid, the chief business of education 
is character-building. This is accomplished through the 
formation of right habits in the children, thereby mak- 
ing them well-balanced, intelligent people, and ideal citi- 
zens of our great republic. 

The teacher is always looked upon as a loader in any 
community, and is imitated and consulted by parents 
and children. Have you made a self-examination to see 
if you are worthy? Are you fit to instill into these young 
people right habits along all lines? 

Remember, their development must be threefold^ 
physical, mental, moral — and habits greatly affect this 
development. 

Have you yourself formed habits of: gentleness, kind- 
ness, politeness, generosity, punctuality, cleanliness, 
neatness, accuracy, self-reliance, self-control, prompt 
opedience to authority, honesty in little things, temper- 
ance in food and drink, correct carriage, co-operation? 

Having acquired these habits, do you know how to im- 



Primary Methods 13 

press them upon children in any way other than by ex- 
ample ? Let me suggest a few ways : 

Require every day practice of each and all of them in 
the room, on the play-ground and on the way to and from 
school. This may be accomplished — 

1. By giving short talks on the right way to conduct 
one's self. ; v t?i 

2. By telling stories which emphasize one or more of 
these points. 

3. By calling attention to the brave and noble men of 
our country in the past and present and relating bits of 
history which stress the strong points in their characters. 

4. By playing games or singing songs which stress 
any of these habits. 

5. By relating, in childlike language, such Bible 
stories as will emphasize any of the habits — or quoting 
appropriate verses, explaining them and having the chil- 
dren learn them. 

There must be no loosing of tension along this line, for 
no act will become a habit unless repeated so often that 
it becomes a part of the child. 

I earnestly hope all teachers will stress the idea of co- 
operation — co-operation in work and in play. Encour- 
age group work and let the children gain the power to 
work and play without friction. Think how much better 
the w^hole world would be if everyone could really co- 
operate in all things and respect one another's rights. 

Just here, permit me to speak of another important 
point — one which has been brought to my attention by 
principals and supervisors — that of failure of teachers 
to co-operate fully in certain matters pertaining to work 
of the school as a whole. Not only that, but failure of 
teachers to feel a personal responsibility in the making 
of reports. Some are negligent or careless about hav- 
ing them neat and accurate, and getting them in on time. 
Be especially careful to do nothing whch hinders the or- 
derly working of your whole school. Cheerfully obey 



14 Peimaey Methods 

authority, to the letter. Send in accurate reports, at the 
proper time. Be not too proud to ask for help along 
any line where the need for it is felt. Remember, you 
should not expect neatness, accuracy and obedience from 
children, if you yourself have not acquired the habit. 

Constant work on the suggestions mentioned, concern- 
ing habit-formation, will do much toward mental and 
moral development, and something toward physical de- 
velopment, but let me stress the importance of looking 
after the physical side of the child. We do not want a 
race of weaklings, so at all times you should look toward 
the things which will keep the child well. Pay attention 
to ventilation, light, physical exercise and relaxation 
during school hours ; the child's sight, hearing, breathing, 
teeth, use of hands and feet, posture. Give short but 
pointed talks along these lines w^hen needed and if any 
abnormal condition is discovered report to parents at 
once and advise medical treatment. 
CHAPTER III 
Community Life — Play 

Community Life — Talks with many teachers have dis- 
closed the fact that there are some who are having 
trouble with parents who are unkind toward them and 
whose children are hard to manage. 

I have advised that such teachers broaden their work 
and make themselves useful to the communit)^, and have 
received letters from those teachers stating that they 
have risen in the estimation of the parents and the trou- 
blesome children have ceased to be a reality. There are 
four forms of community work which are easily done and 
which exert a wonderful influence over teacher, school 
and community: 

1. Sunday School work. 

2. Charitable work. 

3. Various kinds of club work. 

4. Purely social functions for the community as a 
whole. 



Primary Methods 15 

The first named is very generally understood. Un- 
der charitable work, the teacher may form clubs to meet 
monthly and sew, making gaiTuents for some orphanage 
or for certain children in the community, the gaiments 
to be given out at a specified time. Or the club may take 
on a literary aspect and each member pay dues with 
which necessities may be bought for poor families, at a 
specified time. 

Children's clubs may also be formed and profitable 
work done. In many localities the industrial clubs ar- 
rest the interest of both boys and girls. If these clubs 
meet only once a month, they are a great help to all con- 
cerned and require very little time. 

In communities where the people have several small 
social groups, interesting affairs (a concert or extra fine 
party) of some kind may be given for the whole commun- 
ity, so that they all come together and pass the time 
pleasantly. It might be well to charge a small admission 
fee which may be used to help toward materials for 
handwork or some phase of club work. 

An Appeal for Play — Encourage at all times the play- 
spirit. Encourage it among older people, children and 
teachers. Play has been defined as real child life — that 
is the plays of children interpret to them the outer world. 
They see the various workmen and observe them — then 
they play carpenter, fireman, postman or mother and 
thus begin to understand, love, be in sympathy with and 
have respect for the workers. 

They listen to myths, folk stories or work songs, then 
put themselves into the places of certain characters 
which appeal to them and act out the impressions thus 
gained. They play certain games adapted to the season 
too, as marbles, in the spring, flying kites in windy 
weather, snow-balling in season and many others. And 
thus to them, play is a reality. A boy who is playing 
store is just as real a storekeeper as your own grocer. 
The play interprets life to him. 



16 Primary Methods 

There is another activity called play which at first is 
mainly just skipping, hopping, running, etc., and which 
eventually the children organize into games such as Tag, 
Hopscotch, etc. Finally we have the organized social 
game and the folk-game. 

The teacher should be the play-fellow of her pupils 
and guide and direct their play when necessary. iShe 
should know games and teach them. Many a cross, in- 
different, backward or dull child may be easily and ef- 
fectively reached through games, for during the game 
he begins to understand the teacher and see her in a dif- 
ferent light. The teacher sees the child in a different 
light also, and very soon the effect is realized inside the 
school-room. 

When parents realize how much their children enjoy 
having the teacher play with them, they begin to ask how 
to play certain games so that they may help with them 
at home, and thus all become interested in the games, 
and soon we have the ideal condition of mother, teacher 
and child working together for the common good of all 
three. 

Some rural teachers have complained that trustees 
and patrons at first say it makes the teacher lose con- 
trol of the children if she plays with them. To these I 
should carefully explain the situation and give illustra- 
tions of the benefits derived from play, for both teacher 
and pupil. Exercise diplomacy but convince them that 
modern educational methods are taking the place of old 
methods and old ideas. Also try out playing with the 
children and see if you do not gain in control of them — 
then you can say positively to trustee or patron that vou 
know playing games helps and strengthens your conlroi 
instead of lessening it. 

CHAPTER IV 
Home Workk — Examinations 
Home Work — Should a teacher assign home worK? 
Some mothers whom I know have wondered just how 



Primary Methods 17 

much a child should play and have been puzzled to know 
^vhether to stop a child who is enjoying purposeful play, 
and have him study his lessons. Thus the question of as- 
signing home work comes up. 

Play is educative in that it helps the child to interpret 
the experiences which he has each day and thus helps 
fit him for the more serious duties of life as a grown-up. 
Play is beneficial in that it makes the child observant, 
alert, quick, thoughtful, and develops him physically. 
Why, then should he put aside an activity thus beneficial 
for the sake of "studying" which oft times amounts 
either to just sitting and pretending to study, or to re- 
ceiving help from parents or older children of the family. 

In my opinion, the teacher should present her work so 
clearly and interestingly and should drill so thoroughly 
at school that the pupils would grasp the work and en- 
joy it — and then she would not feel called upon to require 
any great amount of home work, which is so often me- 
chanically done. 

Of course many times there will be things which the 
children will want to do, especially in connection with 
their handwork and written exercises. This kind of home 
work, I recommend, because the child does it of his own 
accord and at a time when he is tired of play. 

Does it not seem to you that five or six hours of real 
study at school are sufficient for the growing child? To 
me, it seems quite sufficient. I favor teaching at school 
rather than just being a hearer of lessons which have 
been partly taught at home. Think this over and make 
your teaching more effective. See that each child learns 
thoroughly, not for the sake of reciting to you, but be- 
cause he is going to need this knowledge later in life 
and therefore must store it away and preserve it for use 
when the proper time comes. 

If you heed this advice there will be a less number of 
"Not Promoted" children when the term ends. Who is 
to blame when a normal child who attends school regu- 



18 Peimaey Methods 

larly, fails of promotion? Is it a credit to the teacher to 
have half the class or one-third of the class conditioned 
in any subject? What, then, is wrong when this condi- 
tion exists? (And I know that it does exist. I have 
heard teachers say, "These children do not study at 
home, or bring in their assignments, so of course their 
parents cannot expect them to be promoted"). There is 
one of two thirgs "wrong — either the presentation of work 
is not clear and the drills not thorough, or the teacher 
goes too fast for the average pupil in her class. A good 
teacher goes no faster than the slowest child can be 
made to understand. By working with the slow children 
a few months, and giving the brightest children extra 
work to do (handwork perhaps) the teacher can soon 
have her whole class doing commendable work. Con- 
scientiously strive to have each and every child put 
forth his best effort. You may seem to progress very 
slowly at first, but you gain ground the last few months 
of the school term and a "not Promoted" normal child 
is a rarety. 

E<joammations — Should be both oral and written. 
Why? There are, in every class, some children who can 
best express themselves by writing and others who can 
best express themselves orally. 

One very good method of conducting an oral examhia- 
tion in the upper grades is to have each question written 
on a separate slip — let children choose a slip and recite. 

Another method is to have the questions written on one 
large sheet, and numbered. Then have corresponding 
numbers written on small strips or squares, and placed 
in a box. Mix them and let children choose a slip. Then 
each child may tell his number and the teacher may ask 
the corresponding question. 

A written examination should be carefully prepared, 
the questions covering the important points which the 
teacher has striven to impress. Here are a few hints 



Peimaey Methods 19 

which will make the written examination a success and 
cause the children to gain most from it: 

Write on paper all questions — have them clear, concise 
and to the point. Write on paper, a corresponding set of 
answers — just the answers you expect to find on your 
perfect papers. 

After giving the test, correct the papers, making each 
question (on the basis of 100 is easiest). Mark carefully 
and neatly, grading each paper according to the marks 
on different questions. 

(If a child, in your estimation, because of carelessness 
or the use or misuse of some phrase makes a lower mark 
than you think he should have, taking into consideration 
his daily recitations, increase his mark when making 
your average, but never on the examination paper). 

Pass back the papers and devote the lesson period to 
going over the questions — first give pupils a chance to 
ask about the different parts marked incorrect — then 
have two or three pupils whose answers to that particu- 
lar question were perfect, read their answer aloud, and 
require those who had an incorrect or a not clear answer 
to compare the two answers and thus find their mistake. 
This is the best way to make an examination count. It 
does the child no good to see what mark he made and 
never know what mistakes he made. 

In the upper grades, I usually write the correct an- 
swers on the blackboard before passing back the papers, 
and all become interested, ask questions, and understand 
errors. 

Mistakes in spelling, punctuation, construction and 
choice of words, should be penciled, and attention called 
to them in each and every examination, no matter what 
the subject is — but the grade or mark should not be low- 
ered for such mistakes (simply do it for the children's 
benefit) unless you have warned that the Geography ex- 
amination, for intsance, will also serve as a spelling ex- 
amination or as a Grammar examination, as the case 



20 Primaey Methods 

may be. Strive to make the use of gooti English, and 
good spelling a habit. If this method is carefully pur- 
sued, it is interesting to note the improvement in ex- 
amination papers, after a few months. It will be a real 
joy to note that you receive each time more ''good" pa- 
pers and fewer "poor" papers. 

The system of marking has been the cause of some dis- 
cussion. Some teachers argue that the letter system is 
the better system — they contend that work is "poor, 
fair, good, very good or excellent" and that all we need 
are letters to express the quality of the work. Other 
teachers argue that there are different degrees of "fair, 
poor, good, very good and excellent" — that is, one child 
may make 60 and another make 65 and that both are do- 
ing "fair" work. If letters are used, they say, both of 
said children are marked "C," meaning "fair" work, 
and the child who makes 65 gets no more credit than 
the one who makes 60. 

Personally, I believe in the "happy medium" in all 
things, so I favor the marking by figures for examination 
papers, and the letter marking for final marks for the 
month or term, though I always have a figure-record be- 
side the letters even for the term marks; for instance if 
Mary and John both make "very good" — I have a record 
to show what specific percentage John received and what 
specific percentage Mary received. In the upper grades, 
I sometimes let the children practice finding their own 
averages and then determining what letter each has 
made. Aside from being good arithmetical practice, it 
gives them the idea that their various marks on examina- 
tions and recitations are taken into account, and min- 
imizes the possibility of any accusation of unfairness or 
partiality when a term mark is somewhat lower or higher 
than a test mark. 

Try to eliminate any nervous tendencies, the children 
may have toward examinations, for their own future 
benefit. One way to help toward this is to be perfectly 



' Peimaby Methods 21 

calm and natural yourself on examination days. Impress 
upon their minds that you are not trying to see who will 
fail but that you are trying to find out if certain impor- 
tant facts or principles are remembered by them. If 
the class looks nervous sing some jolly songs or some 
''relaxation" songs; have a few calisthenics, or march 
outdoors for a run in the fresh air, or just anything to 
relieve the tension. So many failures in examinations 
are caused by sheer nervousness, even in the case of 
grown-ups. If primary teachers work hard they can 
prevent or at least reduce this nervousness so that in 
the upper grades the child will be less inclined toward 
nervousness and think more logically. Then, when he 
takes his government, medical, or teacher examination, 
he will not experience the nervousness which some of 
us have known. It must have been the custom of the old- 
fashioned teacher to make examination day as horrible 
and nerve-racking as he or she could and we all must 
have inherited that nervousness which our parents ex- 
perienced. Let us determine now to eliminate such ten- 
dency by making test day the most pleasant day in the 
week. 

CHAPTER V 

Corporal Punishment — Effectfve Punishment 

Corporal Punishment — So many opinions on corporal 
punishment have been expressed to me, that I think the 
subject should find some place in this little book. 

Arguments for corporal punishment: 

1. Some superintendents, commissioners, supervisors 
and trustees advocate it. 

2. Patrons, in many cases, demand it. 

3. Children seem to require it, in order that they 
may "realize" the teacher's strength and power of con- 
trol. 

4. It has been the custom of former teachers, conse- 
quently those who succeed them, feel that they also must 



22 Pbimaey Methods 

demonstrate their physical strength in order that the 
children may stand in awe of them, and thus they hope 
to ''keep order." ''Spare the rod and spoil the child" 
is an old adage which some teachers still believe is par- 
ticularly true in the school-room. 

Arguments against corporal punishment : 

1. Its effect upon the cJiild is bad — it makes some 
children cross and stubborn ; and makes others afraid of 
the teacher and thus retards their growth both physically 
and mentally. 

2. Its effect upon the teacher is bad — it makes her 
nervous, cross and sometimes mean; it makes her feel 
and act a tyrant over her children, instead of being their 
sympathetic guide, and thus it cripples her as a teacher. 
She ceases to be resourceful, tactful, interesting to the 
children — because, no matter how lax she may be in her 
methods of dealing with them she can "whip" them into 
order when she so desires. 

3. Its effect upon the school-room is bad — it creates 
an unnatural atmosphere, a detrimental silence which 
robs the children of freedom of movement and expres- 
sion and thus encourages inactivity and timidity. 

4. Its corrections are not lasting. How many teach- 
ers whip day after day, year after year, the same child 
for the same or similar offense, and at last, in utter des- 
peration, exclaim, "I have whipped and whipped that 
child and whipping does no good ! What shall I do f ' ' 

Why not throw away your brutal straps and your 
most cruel rulers, and cease cutting your cowering 
switches and teach your children to do right for the salce 
of doing right? It is a slower and more tedious process 
which calls for brain and tact, but its effect is most cer- 
tainly permanent and inspiring. 

When anything which deserves punishment, comes up, 
suit the punishment to the wrong committed, and above 
all things keep your children busy while in the classroom, 
and keep them so full of interesting thoughts concern- 



pRiMABY Methods 2S 

ing nature, sanitation, modes of travel, etc., that while 
going to and from school they will be observing and dis- 
cussing the interesting features and there will be little 
need for punishment for breaking of rules at that time. 

We want to train these children to be useful men and 
women, strong of character, and prepared for their fu- 
ture duties — the true aim of education — and most cer- 
tainly whipping is not educative. 

Effective Punishment — Then what shall we do at the 
times when punishment seems so necessary? 

Do you know what I mean when I say suit the punish- 
ment to the wrong committed! Just this — if a child 
abuses any privilege, talk with him and let him under- 
stand thoroughly why you must withdraw such privilege 
and let him feel that the privilege will not be restored 
until he feels that he will not abuse it again. For in- 
stance, if a child fails to carry out some part of assigned 
work, why whip him? Just take away some privilege — • 
something he really enjoys doing, as passing of material, 
erasing the boards, watering plants, leading a game or 
march, or just anything that particular child enjoys. 

Or, if a child cannot go along home peaceably with 
other children, have him first f&el ashamed that he has 
not the ability to act right, as other children have, then 
let him lose the privilege of going along with the others. 
He must go a different way or on a different side of the 
street, or, as a last resort, at a different time. The other 
children must be led to feel ashamed of his failure to be- 
have properly so that there will be no tendency to wait 
for him or to go the way he has to go. (However, be 
sure that the other children do no talking about how they 
feel toward this child. You can prevent this by giving 
good common sense talks to them. They are capable of 
understanding such talks.) 

Upon going to a school where corporal punishment has 
been the vogue, the talks on behavior on the streets may 
not readily reach a few of the children — but if any great 



^4 Pkimaey Methods 

disorder occurs it is well to have the participants feel 
that the teacher and the law-abiding pupils do not desire 
to have in their school a child who disgraces them on the 
street. When you are sure this is understood and felt — ■ 
take away the offender 's privilege of being in your school 
— that is, send him home to stay for a few days. Send 
an explanatory note (or better, pay his parents a visit). 

Encourage all parents to do more talking and more 
withdrawing of privileges. Most of them reason too lit- 
tle with their children. Remind them that corporal pun- 
ishment works no good for the '^ whipped or the whip- 
per." 

CHAPTER VI 

Recess — Never detain at recess as a punishment or 
otherwise. It is so great a sacrifice that no offense merits 
it. After sitting indoors for several hours the child 
needs the fresh air, the recreation, the relaxation — aixd 
so do you. 

After Dismissal — Never detain a child after school be- 
cause of failures in lessons. If you cannot teach a lesson, 
or keep him from talking during the several hours of 
school, you yourself, need to sit alone a few minutes after 
school and think of some new methods of procedure or 
pi-epare well some work for the next day so that you can 
keep your children too busy for mischief and too inter- 
ested to fail in lessons. 

Staying after school makes children angry, indifferent 
and hateful toward you and as a rule, they go home 
noisily and disorderly — it is just their way of giving vent 
to their pent-up feelings of resentment toward the 
teacher. 

The wise teacher makes ''staying after school' a re- 
ward for good behavior, and thus receives much help in 
preparing patterns or getting the room ready for the 
next day's work, or for some meeting or entertainment. 
This is a real joy to the children as they are very anxious 
to help with all sorts of work. Those who have not been 



Primary Methods 2^ 

rewarded one day will strive to be another day, and 
those who have had the privilege of helping will striye 
to continue to be helpful — thus you will induce all your 
children to strive toward an ideal — that of each doing 
his part to the best of his ability. The result is a class 
of happy, busy, interested, well-behaved children, and a 
teacher who experiences a thrill of happiness as she looks 
each morning into the eager faces before her, and as she 
watches the development of the class, finds real joy in 
her work. 

The Children 's Appeal 
"Give us light amid our kindness. 
Let us know the good from ill. 

Love us, lead us, show us kindness, 
You can make us what you will. 
We are willing, we are ready ; 
We would learn if you would teach ; 

We have hearts that yearn towards duty 
We have minds alive to beauty 

Souls that any height can reach. 
We shall be what you will make us, 
. Make us wise and make us good ; 

Make us strong for time of trial. 

Teach us temperance, self-denial. 
Patience, kindness, fortitude. 

Look into our childish faces ; 
See you not our willing hearts 1 
j Only love us, only lead us, 

Only let us know you need us. 

And we all will do our parts." 

***** * 

Such the children's mute appealing 

All my inmost soul was stirred; 

All my heart was sowed with sadness, 

Wlien a cry like summer's gladness 

Said, "The children's prayer is heard." 

— Selected 
(Poem taken from Junior Instructor) 



26 Peimaey Methods 

PART II— PRESENTATION 

Definite Helps on ' ' The Three R 's and Spelling 

CHAPTER VII 

Silent Reading — How may it be conducted so that the 
child gains the greatest benefit? Reading has been 
clearly defined as thought-getting and thought-giving- 
out, or expression. When a child reads a page or a para- 
graph in the schoolroom it is for the purpose of getting 
the author's thought and giving out that thought to the 
rest of the class and to the teacher. Later, when the 
child takes his place as a man he is called upon to read, 
sometimes aloud, but most of the time silently, getting 
the thought and either expressing or retaining it. Wlien 
we stop again to thiiik that we are training for future 
usefulness, and that the average child will be compelled 
to read silently nine times out of ten, we can at once see 
why we should place greatest emphasis on silent reading. 

A teacher asked me if silent reading is a help in the 
classroom? Let us see. When a first grade child reads 
the following story from his Primer without first having 
read it silently, this is what he usually says, ' ' Can — you 
— see — me!" But the wise teacher says, ''Look at your 
book and find out what the story says. Now look at me 
and ask me that question." She then hears, "Can you 
see me ? ' ' spoken in a natural tone of voice and in a man- 
ner which both pleases^ and surprises the young reader. 
Thus the child receives his first lesson in thought-getting 
and thought-giving-out, for he surely cannot ask the 
question properly miless he has grasped the thought — 
and in being trained to grasp the thought, he is in turn 
trained to express it properly. Thus it is readily seen 
that this method compels the child to really read, accord- 
ing to the definition of reading. He cannot get one phase 
of the reading without gaining knowledge and help in 
the other phase, so closely are they interwoven. 

If the First Grade teacher uses this method persist- 
ently, she has no trouble with expression, and her chil- 



pRiMABY Methods 27 

dren find pleasure in putting forth effort to gain and 
express beautifully and naturally, the thought. Thus 
they pass to the Second Grade ready for longer exercises 
in silent reading. Here are a few methods which may be 
employed in the Second Grade and above: 

Method A— 

"Let us turn to page twenty. Now we are going to 
read silently the first paragragh and whoever finds out 
what it says first may raise his hand." The spirit of 
rivalry will spur most of them on. At first the teacher 
may call on the first child who raises his hand as a re- 
ward for quickness, but she should do this only a few 
times for fear some children may not be really reading. 
Later the teacher should read silently with the class and 
when she is through, call on some child who may be a 
little slow. Still later she might say, "Well, I see sev- 
eral of the same hands — I am waiting for some other 
children to raise their hands." In this way, the whole 
class is kept reading, thinking and expressing the 
thought, and the slow ones are encouraged and helped. 

Methods— 

This time the teacher does not read with the class, but 
out what page twenty says. I shall walk around so that 
walks around in the room. "Class, we are going to find 
I can see who is reading well, and if I stop by your seat 
you must put your finger on the place where you are 
reading. When I think you have had time to read the 
whole page, I shall call on some one to tell the story. 
Then the others must close books and listen, and tell me, 
when the first child is through, if any mistake was made 
or if the story was told in the right tone of voice. ' ' 

Then if John does not know when called upon the 
teacher might say, "I am sorry John did not use his 
good head this time. Hope he will know the next time 
I call. ' ' Can you see the wisdom of these words ? Well, 
anyway, next time John will know. 



28 Peimary Methods 

Method C— 

This is especially good for upper grades where the 
lesson assigimments and the silent reading periods are 
longer, and where the assignment may be a poem. 
' ' Children, we shall all read together the poem beginning 
on page 50. Now this is the game: When I get to a 
certain good place to siop I shall tap the bell and tell how 
far I have read and those of you who are at that place or 
beyond, may raise hands; then those people may stop 
reading and keep hands raised till all the rest of the pu- 
pils reach that place. Then we all shall start reading 
again, and the child who first raised his hand may be the 
bell-tapper at the next good stop, provided he tells the 
first part of the story well when called upon." 

The teacher should ascertain just about how fast the 
average pupil can read and at first, regulate her speed 
accordingly. As time passes, increase speed so as to 
encourage children to grasp thoughts as rapidly as is 
practicable. 

Still other games and devices might be mentioned, but 
those will act as suggestions, and you may originate 
other devices. These however, have been tried success- 
fully. _ _ • _ 

To teach silent reading effectively, you can readily 
see how necessary it is for the teacher to be alert every 
moment of the time. She must be wide-awake, active, 
resourceful, and avoid making the period monotonous. 
I advise, at first, short periods, which may be gradually 
lengthened. 

Teachers cannot put too much stress on reading. 
Make it a point to have an A-1 reading class. Remem- 
ber, that success in mastering all other subjects, and 
thus gaining knowledge, depends upon ability to read. 

CHAPTER VIII 

Writing — How may we get the best results from be- 
ginners — little six year old children? 



' Pbimaey Methods 29 

We know from our study of Psychology that the young 
child delights in scribbling. He begins as early as two 
years old and even a few months younger, to take a pen- 
cil and scribble. At first this scribbling amounts to 
nothing more than mere movement — general arm move- 
ment, and later to wrist and finger movemnets. The 
first efforts produce lines, straight and slant, and even 
in the First Grade some teachers complain that their 
children are still making "lace." A little later, through 
experimentation, the child finds himself making curved 
lines which he calls "rings" or "smoke." ' 

I point this out simply to show that the child has a na- 
tural tendency to do such scribbling, which at one time 
he may call writing a letter to father and at another 
time, making a picture for mother. 

So, for the first few days of school it has proven good 
practice and great help to permit the children to do cer- 
tain straight, angular and curved litie drawings, first to 
get them interested in objects most familiar to them and 
thus increase their power of imagination; and secondly 
to give natural practice in general movements which 
must be mastered in learning to really write. 

A most excellent, clear and valuable system of this 
kind of drawing is given in "The Junior Instructor" 
Volume II, published by the F. A. Owen Co., Dansville, 
New York. There are also many other valuable helps 
in the same volume and I think any primary teacher 
would do well to own one. 

I have given many demonstrations of this drawing to 
classes of teachers and they are elated over the sim- 
plicity of the method and also the result. For example, 
the teacher goes to the board and organises the children's 
activity which consists of simply drawing straight lines 
from left to right, in this way: a number of these lines 
may be drawn, of the same length, and one under the 
other, and called water, clouds, ground of grass. A step 
further is to draw fewer of the same kind of lines and 



30 Pbimary Methods 

above them draw a group of perpendicular lines just 
touching the first group, and call that a sail boat; or, 
letting the perpendicular lines cross the first group, they 
may call the figure a cross, t>elegraph post, signboard, or 
anything else which the arrangement suggests. 

Several curved lines drawn may be called a ball, or 
with the addition of a short, slightly-curved line, an 
apple, or with addition of one straight line, a balloon, 
etc. By drawing a rather large circle and placing on 
top of that a smaller circle, with short, angular lines on 
on either side of smaller circle, and a long, cui'ved line 
at the bottom of the larger circle, a figure is produced 
which the child at once calls a cat. 

Various exerimentations may be made by the teacher, 
and she finds countless objects and animals can be pro- 
duced by the simplest combinations of straight, angular 
and curved lines. 

Methods of Pres^entation — Teacher goes to the board; 
pupils remain at seats with pencil and paper ready. Pu- 
pils draw with the teacher — teacher dictating and draw- 
ing at one and the same time. Why I This gives practice 
in following directions, and satisfies the child's innate 
desire to imitate. At the same time it is training the 
class to make rhythmical movements, each with about the 
same amount of speed which will be required in the 
formation of letters. 

Since these drawing lessons are used primarily as a 
preparation for and an aid to writing, care should be 
taken that pencils are held in a free, easy position and 
that arm mevements are used in making the drawings. 

Children's drawings should be large and they should 
be peraiitted to get as much fun and enjoyment from the 
work as possible. Thus you lighten the task of learning 
the fundamental movements of writing and when ready 
to begin writing proper, your pupils feel that they can 
master it and you find each one working hard and form- 
ing letters with ease. 



Primary Methods 31 

The Writing Lesson — Let me give you in detail, a lit- 
tle device which works wonders and makes writing a joy 
to pupils and teacher. Suppose the word to be written 
is SEE. First write it on the board, that the class may 
see the word as a whole. Then you may say, ''Now, 
children, watch me make this word again. I shall make 
it very large." Write the word. "Now I shall make it 
again and say just which way I go with my crayon, and 
you may listen and watch. First I start here, and I curve 
up, and down and around, and up and over and down, and 
up and over and down, and half ivay up. Now you may 
help me say which way I make the word." Pupils help. 
''Now take your pointer finger and use it for a pencil. 
We shall call that your finger-pencil. Let us make SEE 
very large, up in the air'' (Stand at left side of class in 
front of room; turn back to pupils, and all together be- 
gin rhythmically and tell teacher how to write SEE in 
the air.) "Let us use our whole arm, and make a great 
big word — you must see it, up in the air. Ready ! Begin 
hene and curve up and down and around, and up and over 
and down, and up and over and down, and half way up. 
Let us make that again. What word is it? All right; 
now get your paper and pencil — we shall make the word 
very large. I shall tell how. Ready! Start! (Then re- 
peat the movements). Now hold up your papers so that 
I may get a glimpse of your writing. That is fine. Let 
us make it one more time. Turn over your paper and 
this time write on the first line, not too large. Ready! 
Start here, {directions for writing see ) Now I shall come 
around and look at papers, and I shall let those who have 
it right make a whole row of words straight down the 
paper. ' ' 

Little children love rhythm and they love to follow the 
teacher and do work together. But the teacher has to 
make the work interesting — she must put the play-spirit 
into it and really enjoy it herself if she expects her pupils 
to find joy in effort. Therefore, if the teacher has made 



32 Peimaey Methods 

this exercise interesting and full of joy she will find few 
if any mistakes, when going around the class. If there 
are a few mistakes, give those children individual at- 
tention, dictating in the same way, but a little more 
slowly. 

In this dictation you should seek the "happy medium" 
and encourage children to work toward that standard, 
for you do not want to train them to write too slowly — 
nor do you wish to write too fast for the average child to 
keep up. 

It is unwise to keep the children doing one thing too 
long, so perhaps this will suffice for one lesson period. 
Next period, or after having a game or a relaxation song, 
you may treat another word in the same manner. It 
should be a word which can be used with SEE to make 
a story. For instance, it might be the word 7. Then 
when the children learn to write 7, they may write with- 
out help, I see. Keep up this method for several weeks. 
A part of the drill may be omitted if children form their 
letters mthout too much difficulty. But careful and con- 
stant use of the drill assures you a class all of whom 
form their letters correctly. 

Never leave a word till the whole class can write it 
well. The repetition is as good for those who write rea- 
sonably well as it is for the slower ones — but the slow 
should be few if beginning drills are thoroughly carried 
on. 

Sometimes at the beginning of the second year, the 
teacher needs to drill on certain letters which some chil- 
dren make backward. You cannot drill too much. 

CHAPTER IX 

Arithifbetic — Why do so manny children consider 
Arithmetic a bugbear? 

Have you seen upper grade children really hate Arith- 
metic? And have you heard them remark that they fear 
a condition in nothing but Aritlmietic! 



Primary Methods 33 

In whom does the fault lie? To this I would answer, 
"The primary teacher begins the crippling of the child, 
and often the elementary teacher feels like going back 
to First Grade Arithmetic? 

Arithmetic is one of the most practical studies we have, 
yet how many teachers really teach it practically f I 
have been into some schoolrooms where the teacher had 
all the objects, counting frames and groceiy store equip- 
ments necessary for the practical teaching of the sub- 
ject and yet found her making the study dull, monotonous 
and uninteresting and thereby gradually giving her pu- 
pils the idea that the study is a hard one — one to be mas- 
tered by only a few. Of course she did not mean to do 
this nor did she realize, perhaps, just how she was doing 
so, but the fact remains the same. 

Such a condition is brought about by ''getting into a 
rut," which is simply laziness, or failure to try to be re- 
sourceful and to give the proper time and study to make 
the subject interesting. Arithmetic facts are facts. They 
remain the same, and it is not necessary to cling to the 
text book and the answer book to teach them. The far- 
ther from the text one goes, the better for the children, 
and you need never tell them to think if the problem and 
facts are interestingly presented. 

The various educational magazines contain worth- 
while Arithmetic games which your children will enjoy 
immensely. Read and use these and then make up games 
for yourself. Use words and facts that interest your 
particular group and thus bring the subject home. Va- 
rious plays may be introduced involving the storeman, 
baker, wood yard man, street car and railroad conductor, 
and the making of change for articles bought at the 
county fair or the vegetable wagon, or just any com- 
munity activity with which your group is familiar. 
These familiar workmen plays will create interest and 
hold attention and number facts will be gained with great 
ease and will remain with the child as facts. 



34 Primary Methods 

When children reach grades above the Third, they 
should be taught carefully and drilled thoroughly on 
principles, and whenever possible given very simple 
mental problems to illustrate the principle. Then a few 
(two is enough) problems, made by the teacher or taken 
from some foreign text may be assigned. Wlien these 
have been mastered by all, a few more difficult problems, 
involving more operations, may be assigned. Let the 
problems of the text be the last ones worked and as a 
rule, have them worked for the first time in the class- 
room, at the blackboard if possible, then your pupils will 
not have the tendency to *' divide" and if that does not 
give the answer, to ''multiply" and if that does not give 
the answer to be at a loss as to what to do and conse- 
quently become discouraged. 

To those who have not tried it, this may seem too slow 
a method to cover the limits set down by your board, 
superintendent or principal, — but it is not a slrnv metJiod. 
It is the quickest possible one, in that through its thor- 
oughness the children are encouraged and find out their 
power for doing, thus increasing self-reliance. And when 
this stage has been reached each pupil puts forth his best 
effort and little by little the work gains impetus and 
several times the amount of work covered the first part 
of the year is accomplished during the closing months. 
And think what a joy it is to feel that your pupils are 
working independently, intelligently and profitably. 

Permit me to give a few "Have's" and ''Stops" for 
Arithmetic. 

HAVE: 

1. Constant and thorough drills each day. 

2. The same drill in a different way, several times. 

3. Plenty of review each day. 

4. Few problems assigned for advance. 

5. Arithemtic games. 

6. Plenty of mental arithmetic, 



pRiMAEY Methods 35 

7. Practical problems about every-day experiences of 
your children. 

8. Object lessons for lowest grades— use sticks, cubes, 
counters of various kinds— or stones, acorns, ber- 
ries or any material obtainable. 

9. Individual work, in lower grades. 

10. Principles illustrated by pupils in upper grades, 
again and again. 

11. In lower grades, only enough written work to fa- 
miliarize children with figures and signs. 

12. Interesting lessons— ''get into" your work so that 
your children may catch your spirit. 

13. Arithmetic Projects. 

STOP: 

1. Teaching arithmetic facts in that dull, monotonous, 
sing-song way. 

2. Having concert recitation in lower grades, espe- 
cially tabless. 

3. Requiring children in lower grades to copy and 
memorize in order, long columns of number facts. 

4. Having so much written arithmetic in lower 
grades. 

5. Requiring children to recite tables in order. 

6. Assigning home work from the text, all the time. 

7. Requiring children to hand in work which is never 
corrected and passed hack. 

8. Assigning too long lessons. 

A FIRST GRADE ARITHMETIC PROJECT 

The Making of a Fruit Stand or Store 
The busy work, handwork or drawing period can be 
profitably and meaningly used in getting this fruit stand 
ready. Arrange to make it in a comer of the room where 
it can be left for use as long as needed during one school 
year. 

Preparation— Tdd^QhQY and pupils talk together about 
fruit stands they have seen. Teacher asks questions to 



36 Peimaby Methods 

bring out the fact that the fruit was arranged on shelves. 
Discuss how you may make the shelves (you may be able 
to have the larger First Grade boys make them of wood 
or certain ones may bring boxes and nail them together 
firmly.) It should look as much like a real stand as pos- 
sible. Paint the shelves or cover with heavy paper or oil- 
cloth. 

Then ask questions to get names of the different kinds 
of fruit, the color, shape and size of each kind and the 
best way your group can make it. Ask questions to bring 
out the fact that other goods are sometimes sold at a fruit 
store, as crackers, candies, canned goods, etc., and also 
discuss the need for paper bags in which to sell fruit and 
also the need for receptacles for the fruit on the shelves. 
These receptacles must be appropriate — of the right 
shape and size, and may be made in class, or pupils may 
bring boxes and baskets from home and those suitable 
may be selected. 

''Now that all fruit, etc., has been decided upon, how 
can we buy it without money?" Lead children to talk 
about various pieces of money, preferably pennies, nick- 
els, dimes and quarters. Lead them to suggest making 
"play money" to be used only in school and then plan 
different colors of heavy paper for each piece and have 
it the correct size. 

Now that enthusiasm is running high begin work in 
the following order: 

1. Make money. This will require four days making 
one kind of money each day. Have much drill in making 
of change. 

2. Make shelves according to directions decided upon 
by class. 

3. Make bags. 

4. Make one kind of fruit each day. (Let each child 
make for instance, an apple — then select and save the 
best ones). 



Primaey Methods 37 

Decide upon kind and size of receptacle to be used or 
size of space on shelf required for fruit made. 

5. Make receptacle or place fruit in designated space. 

Proceed in similar manner with each fruit or each ar- 
ticle to be made for sale. 

Real cracker boxes may be opened carefully at home 
by children and brought to place on the upper shelves. 

Lessons — As soon as one kind of fruit is made and 
placed, number work may begin. At first the teacher 
may be storekeeper and sell the fruit to various children 
who must tell her how much money they have by reading 
the figures on the money, and how much change they are 
to receive — or whatever facts the teacher wishes to bring 
out for that lesson. Then as a reward for correct an- 
swers, one child may be storekeeper one day and another 
child another day and so on, until the teacher thinks 
those facts which she is planning to teach have been thor- 
oughly impressed upon all normal pupils. 

Then other methods may be pursued, for instance, chil- 
dren may take correct change and buy certain amounts 
of fruit (a child counting them out) and then give away 
(subtraction) some to their friends, or divide (division) 
them among a specified number of children — or give a 
number of children one or more oranges (addition) and 
so on. In this way any of the number combinations and 
processes may be taught. This kind of teaching is a real 
pleasure to the teacher and is enjoyable, profitable play 
for the children. 

NOTE : 

Some fruits which may be made: Apples, oranges, 
grape fruits, tangerines, plums, pears, bananas, lemons, 
melons, canteloupes, grapes, cherries, strawberries — also 
peanuts and popcorn. 

Row Made— For the first ten named, the baskets and 
baskets of used tablet paper can be utilized. Have each 
child save his own waste paper and that of his sisters 



38 Peimaey Methods 

and brothers in a little box brought from home for that 
purpose. Dampen this paper with water into which a 
little paste has been stirred — then crumple into the de- 
sired shape and when dry, cover with tissue or crepe 
paper of the right color and shape (this tissue paper is 
to be purchased by the teacher from the handwork fund 
or pennies brought by children). 

The peanuts, cherries, strawberries and grapes may 
be made in the same way, but in the case of grapes they 
may be sewed to suitable twigs found and brought in by 
the children. 

This kind of fruit when carefully made, in right colors, 
is very effective and artistic. Use paste for fastenings, 
and here and there add a leaf of proper shape, size and 
color and arrange artistically. 

Another Way — Clay and papier mache may also be 
used most effectively. It is a bit more expensive, but is 
perfectly beautiful when dried thoroughly, painted with 
water color the exact shade and then shellaced to give 
it a fine finish and also to make it more durable. The 
papier mache makes very fine candy and fruit because it 
is practically indestructible. 

Papier Mache is made by tearing into small bits, news- 
paper, thin white paper, crepe toweling or toilet paper, 
and mixing with paste which has been well mixed with 
water about half and half. Knead the mixture a very 
long time, till it becomes fine and resembles bran. 
Squeeze out most of the water and mould into the de- 
sired object. Dry thoroughly (it may take a week or 
more) and paint; dry again, and shellac. 

Popcorn — May be made by scalloping a small circle of 
stiff white paper, then pressing it over the top of a finger 
of the left hand and creasing it slightly— touch up the 
center with brownish-yellow paint and put into sacks or 
into large receptacle. It may be sold for ''five cents" a 
glass and a tall glass filled with it may be set inside re- 
ceptacle for the sake of display. It will save time to 



Peimaey Methods 39 

have each child cut and scallop three or four circles at 
a time. 

CHAPTER X 

Spelling 

Spelliug — Which should receive greatest stress — oral 
or written spelling? 

After a moment's thought I am sure you will wish to 
put greatest stress on the kind of spelling for which the 
child will have greatest need in real life — the kind which 
he needs in writing his letters, both business and social — 
the kind which he needs daily and in every walk of life. 
The question arises then — how can we get good results 
in written spelling, and how much should oral spelling be 
stressed? 

Generally speaking, the only way to get good results 
in written spelling is to assign very few words ; and to 
drill thoroughly, avoiding monotony by varying the 
method of drill at least twice per week in grades above 
the First. 

As for oral spelling — to my mind it has only one real 
value — that of enabling the child to divide words into 
syllables, which of course is important, for when writing 
one often reaches the end of a line before he reaches the 
end of the word he wishes to write and thus it becomes 
necessary to divide that word — and the division must be 
at the end of a syllable. It therefore seems quite suffi- 
cient to use oral spelling as a means of review for words 
learned in written spelling. A review which is both in- 
teresting and beneficial is the old-time spelling match. 
I recommend then, four days of written spelling and a 
spelling match on Fridays. 

Let us consider now a little concrete work on spelling. 
First, what is spelling! It is the visualization, or the 
making of a mental picture of a word. Is it more neces- 
sary then to hear the letters which compose a word or to 
see themf The whole principle of written spelling is 



40 Peimaey Methods 

based upon seeing the word, making a mental picture of 
it, and then writing it so as to make a deeper impression 
upon the mind. How then can the child be led to make 
such mental images, retain, and reproduce them on 
paper? 

METHOD A— 

First Grade Spelling — To be altogether written for 
first half of year. Give two words per day at first. 

Suppose these are the words : Jack runs. 

''Now children, you may clear your desks and watch 
me. I shall write a word on the board. (Write 'Jack.') 
Now children, look at that word very carefully. See how 
it looks. Notice how it begins. Now, close your eyes and 
John? Annie? (Call on slowest ones). Now open your 
see how it looks. Isn't it wonderful to learn how to see 
tell me if you can still see how it looks. Can you, Mary? 
eyes and take another good look at it. Close eyes and 
with eyes closed? How many see that word? Very well. 
Now, open eyes — take still another good look and when 
you are absolutely sure you can see that word with your 
eyes closed you may raise your hand, and if I call your 
name you may stand up, and with eyes still shut, write 
the word, in the air, with your finger-pencil. (Call on 
slowest ones again, for most part). Now all may open 
eyes. Get paper and pencil. Take another good look, for 
I shall erase the word and see who can write it best." 
Teacher erases word and children write. ' ' Now hold up 
papers, one row at a time, and I shall see." 

You will find that the whole class can spell Jack. Treat 
runs in same way, making your conversation as calmly 
sweet and childlike as possible. Next, write the whole 
story. Jack runs, and treat in like manner. 

Eeview these two words next day and teach one more, 
or maybe two, according to the accuracy of the review 
lesson. If it is necessary to re-teach one of the review 
words, then give only one new word, 



' Primary Methods 41 

This really is a writing and dictation lesson, as well as 
a spelling lesson, and the teacher should insist upon 
the child's best writing at all times. 

Wliile hearing another class or grade, have children 
write many times from memory the story and words thus 
learned. 
METHOD B— 

In the primary grades above the First, new words may 
be treated in about the same way, though less drill will be 
needed, except on the most difficult ones. 

After the words are thus learned it is well to have the 
children use them in sentences of their own making for 
two days in the week and for the other two days, in sen- 
tences made by the teacher with a blank left for the spell- 
ing lesson word. Some may work at seats and others at 
the board. 

Make it a rule, from the beginning to have the whole 
class learn every single word and give only as many 
words as can be taught thoroughly in the time allotted 
for spelling. You will be pleased with the results and 
cover your term's work also. Keview each day. 
METHOD C— 

In grades above the Fourth, much drill should be givci' 
in visualization of words, and sentences must be made 
illustrating various definitions of certain words. Con- 
tinue to make short assignments, and review and review. 
Correlate Spelling with Language by having different 
kinds of sentences and constructions illustrated; also cor- 
relate with both oral and written composition. This 
helps to impress the words and at the same time keeps 
up the interest of the class. 

Very often there are words from the Reader, Geogra- 
phy, History, etc., which need to be learned. Teach these 
also, along with words from the Spelling Book. 

When correcting any written work, whatsoever, each 
misspelled word should be checked and the child required 
to look up the correct spelling. 



42 Peimaby Methods 

CHAPTER XI 

Suggestions^ — Late Methods — Projects 

Questions — Under the heading Presentation mention 
was made of asking questions. Do you know liow to ask 
questions? Do you ask questions in a way which causes 
your children to think? Do you know just how much to 
say and just what tone of voice to use to get results ? If 
not, study yourself and improve on this most important 
point. Think of the answer you wish and ask the ques- 
tion so as to get that answer. Be clear and definite al- 
ways — and inspire effort by your manner and tone of 
voice. 

Also encourage pupils to convert the words of the text ^ 
into their own simple words and to express the thought 
in conversational style. This creates an interest in the 
text, improves the child's English, enlarges his vocabu- 
laiy and makes the study of many a subject seem prac- 
tical and true to life rather than just "something to be 
memorized so that I may get a good mark." Many a 
child has had such a poor presentation of History, Geo- 
graphy, Grammar, and in fact most other studies that 
they are looked uopn as having no practical value in the 
child's life, present or future, and he simply memorizes 
for the time being without having the slightest impres- 
sion made upon him by the words contained in the text. 

New and Effective Methods — The leading educational 
journals all contain articles on the Project method which 
is considered so effective. There are also some excellent 
books of Projects, — two by Dobbs, called "Illustrative 
Handwork," in which many projects are outlined; one by 
Alice M. Krackowizer, called "Projects;" and one by 
Wells, on the project method. 

This method will be found most helpful and interesting 
in the teaching of all subjects. Take for instance, the 
subject of History. Suppose you were assigning for 
study "The Landing of the Pilgrims." Now instead of 
assigning two or three paragraphs to be memorized, the 



Pkimaey Methods 43 

class might first read over the whole chapter relating to 
the topic and then the teacher could ask them to bring in 
''posters" of free hand cuttings of the different topics. 
Then, the next day instead of the old-time way of recit- 
ing, each child might exhibit and discuss his poster, and 
in that way learn for all time the story which each para- 
graph relates. Or, the class may make a sand-table rep- 
resentation of the Landing which would necessitate the 
making of the ship. Pilgrims, costumes, Plymouth Rock, 
Indians, church, etc. Or each child may tell the mean- 
ing of the chapter on paper or at the board. You know 
it is impossible to make a Puritan village or anything 
else described in a lesson mthout reading and under- 
standing the description, so the teacher can readily tell 
from the child's representation whether or not he has 
studied and learned. 

You will notice that pupils show great interest in this 
kind of work and they learn for all time, the funda- 
mentals of the subjects represented. Your Eighth Grade 
will be just as interested in a sandtable representation 
as your First Grade, if it is used as a method of study or 
of recitation. 

Let us hope that the time has passed when any teacher 
will call on a pupil and expect the words of the text. 
What we want to do is to have the child gain impressions, 
lasting impressions and for this there is no finer method. 

Such a lesson also affords countless opportunities for 
the teacher to correlate various subjects. For instance, 
she could have the children form their sentences for 
Language lessons about the same characters in the His- 
tory lesson. Would they not serve the same purpose con- 
cerning Language as those laid out in the book? And 
would they not seem far more practical, and at the same 
time help impress important History facts which the 
child may have need to call up any time in later life? 
Also different scenes may be dramatized, — practical good 
English emphasized and vocabularies enlarged. 



44 Peimaey Methods 

Arithmetic problems too, could be made using certain 
facts in the historical episode for upper grades, and for 
lower grades, various number combinations formed from 
the nmnber of Pilgrims who came over, their farming 
activities, and social relations with the Indians. 

The class in Geography could get some interesting, 
practical lessons in the travel of the Pilgrims from Eng- 
land to Holland ; water routes from England to America ; 
various forms of land and water — and thus correlate 
Geography with the Pilgrim Landing. 

A little study will show how it can be linked with Na- 
ture Study — preparation of ground; planting and raising 
of various foods; obtaining materials for building 
houses, etc. 

Of course Handwork and Practical Art hold a great 
place in illustration of the chapter by sandtable, booklet 
and poster. 

For Games, Dutch Folk — dances might be taught or 
Indian War Dances. The actual landing might be drama- 
tized. 

For Music, Harvest Hymns might be taught or em- 
phasized and thus lead to the Thanksgiving Thought 
which is a ^'Thanli You" to God for good harvests. 

There could be various compositions on different 
phases of Pilgrim Life — possibly emphasizing their 
marked unity; their efforts to help each other; their 
sympathy, one toward the other, and above all else, their 
thankfulness to God for Divine Guidance. 

This thought would naturally take the children into 
their school community; and out of their supply of har- 
vested food and supplies for the winter, they should be 
taught generosity by having them make contributions to 
those less fortunate. 

These are simply suggestions of what this one project 
could be made to accomplish, and I am sure with very 
little effort you can %d many more wa^s of correlating 



Primary Methods 45 

it with other studies or different ways of correlating it 
with these same studies. 

CHAPTER XII 
PROJECT FOR A WHOLE SCHOOL 

OF 

EIGHT GRADES 

Department Store 

Eighth Grade — Boys may do building, including meas- 
uring, sawing, nailing and outside painting. Girls may 
do interior painting and decorating, and the making and 
hanging of awning. Dimensions : 6 ft. Long, 3 ft. wide, 
5 ft. high. Use heavy boards, and begin as if construct- 
ing a cabinet, nailing three shelves, 20 inches apart and 
20 inches from top and bottom. Next put on the bottom, 
and then the top, which may be made of thinner boards. 
Next make partitions in the center of each shelf and also 
at center of bottom, thus forming eight compartments. 
Now, close in the back and make either one or two doors 
for the front. If a sliding glass door can be made it will 
be best. (Later, this may be used as a cabinet). Win- 
dows may be cut, or, strips of cardboard may be pasted 
on the outside in such manner as to represent them. 

A gable roof may be constructed and the girls may 
paint OT crayon heavy paper to look like roofing and 
paste it on, or may make roof more attractive by fasten- 
ing it with bright-headed or upholstery tacks. 

A frame for an awning over the front may be made of 
laths, and will add much to the appearance of the store. 
Unbleached domestic may be scalloped with green, or 
other color cambric, and used just so, or stripes may be 
painted on. The name of store may be printed on the 
awning. 

The whole building may be painted any desirable color, 
or red and white to represent brick. Interior may be 
painted in soft colors or papered with plain paper of 
jieutral shade. Tiny flower borders may be cut from wall 



46 pRiMAEY Methods 

paper sample-books or narrow strips of colored paper 
may be pasted on for border. When finished, place in 
suitable position in building so that all classes may have 
access to it at some time. 

Seventh Grade — Copy various linoleum designs on 
heavy paper. Use for floors on which it is needed, as 
fruit, grocery and furniture departments. Select best 
results and have children fit and lay them. Also make 
carpet and runner designs for other departments, either 
from paper, or by weaving them. If woven, make looms 
by tacking together four strips of thin wood or laths, so 
as to make a frame the size of the floor to be covered. 
On the two ends, place an odd number of tacks all the 
way across,^ equal distance apart, and directly opposite 
each other. String these with cord or yarn so that the 
long threads reach between each two opposite tacks, and 
weave over one and under one, with bright-colored carpet 
yarn, worsted or rags. Cut and tie threads by two's, 
when finished, and fasten to floors with small tacks, or 
fringe may be tied into the ends. A little experimenta- 
tion will show how to work in border of contrasting 
color, and other designs. 

Also make cardboard counters and shelves, and wire 
racks for all the stores according to requirements fur- 
nished by the other grades, after they have decided upon 
their needs and arrangement. 

Sixth Grade — Grocery Department — Let all work on 
same article or different groups make articles of a kind, 
the best ones to be selected for use. 

1. Make cans from cardboard or heavy paper. Cover 
with labels copied from real cans; draw and paint, or 
crayon pictures of goods they are supposed to contain as 
tomatoes, baking powder, peaches, peas, etc. 

2. Make boxes, for crackers and cakes. 

3. Make crates for green and other vegetables. 

4. Make potatoes— from clay; paint them. 



Peimaey Methods 4t 

5. Girls sew flour sacks; boys paint name of flour, 
and fill with sawdust or bran, and sew at top. 

6. Make meal bags of brown paper and fill. 

7. Make cabbage, lettuce, radishes, carrots and other 
suggested vegetables from crepe and tissue paper. 
Crumpled, dampened newspaper may make up the in- 
side, over which is wrapped the colored paper. 

These are just suugestions. Enlarge upon them if 
necessary. Be sure that proper proportion is maintained 
in making of all articles. On this depends much of the 
beauty of the finished department. 

Fifth Grade — Mh,linery and Shoes 

Girls make millinery, according to any design the chil- 
dren may invent or the teacher may know. Much inter- 
est may be aroused by encouraging children to observe 
in real shops, the ditferent styles for ladies, misses and 
children. Arrange these in separate sections. Teacher 
and children may bring scraps of cloth; and stiff paper 
or crinoline may be used for foundations ; or if summer 
hats are shown, raffia, grass and colored tissue papers 
may be used. Children may find chicken feathers for 
trimming or bring bits of old plumes from home. Flow- 
ers may be made from cloth or tissue paper or may be 
crocheted. In case of paper hats some designs may be 
painted on, to represent appliqued flowers. 

Boys make shoe department. Shoe boxes may be 
made and stacked on shelves. Chairs or settees may be 
made for customers and fitting stools for clerks. Clothes- 
pin clerks and customers may be dressed and arranged. 

Some real shoes may be displayed. Let them see and 
examine a shoe an dleam how the different parts are cut 
and put together. Use thin cardboard, preferably mar- 
ble-board, for soles, and cut those first. Use waxed 
thread for sewing; or tops may be pasted on. Make 
tops of soft leather from the tops of high shoes. If these 
are not bright, they may be polished. Old gloves of va- 
rious colors may also be used. High shoes with colored 



48 Pbimary Methods 

tops may have their tops made of light colored old 
gloves. Button-holes may be "worked" or in case of 
lace shoes, the eyelets may be "button-holed." Encour- 
age boys to notice various styles of men's, women's and 
children's shoes. Select the best. Have this understood 
at beginning. Arrange some on counter, others on chairs 
near customers. Be careful of proportion. 
Fourth Grade — Ladies' and Chh^dren's Ready-to-Wear 
" This is a sewing project. Make coats of the season, 
dresses, furs, shirtwaists and underwear. Notice fash- 
ions, material, and colors used during that special season 
which you wish to represent. 

Some bolts of cloth may be arranged on shelves and 
counters, and tiny celluloid dolls, dressed in style may 
display certain articles of dress. Cloth may be made 
from soft white paper, crayoned or painted. 

The Fourth and Fifth Grades should take care to make 
apparel for the same season. 

Third Grade — China and Hardware 

Use clay. Allow it to dry; paint, and shellac. 
Suggested things to make — 

1. Dinner sets — decorated with flowers, or gilt bor- 
ders. 

2. Tea-Service — finish with aluminum paint; inside 
may be gilded. 

3. Decorated trays. 

4. Jardinieres — China and brass. 

5. Flower vases and bowls. 

6. Kitchen utensils — frying pans, roasters, sauce- 
pans, coffee pots, muffin pans. Black paint may be used 
for frying pan; other articles may be blue and white on 
outside with white "enamel" inside; or may be painted 
with aluminum. Aluminum and gold paint need no shel- 
lac. 

7. Set of kitchen bowls — various sizes; paint deep 
yellow. ; 



t*RiMARY Methods 49 

8. Stoves may be made from black construction paper 
and trimmed with strips of silver paper or aluminum 
paint. 

Be careful of proportion. 

Second Grade — Furniture — Toys 

Articles to be made by cardboard construction, painted 
and shellaced to represent different woods and gilded to 
represent brass. 

Suggestions: Beds, chairs, tables, china cabinets, 
buffets, da-beds, doll cradles, toy wagons, toy beds and 
tables. Arrange these in groups and dress dolls for 
clerks and customers. 

First Grade — Fruits, Cakes, Pies 

Make from clay or paper as described in ''Arithmetic 
Project." Arrange cakes and pies on counters. Paint 
cakes to represent layer cakes and birthday cakes with 
candles. 

This is a plan by which the whole school may work to- 
gether during the whole school year (except the build- 
ers). There are several ways of using such a project. 
Two ways strike me just now, as probably the ones most 
teachers would select. 

1. Purely as a Handwork Project. 

2. As a project for correlating with many subjects 
in each grade. 

In the first use, the grades might take the whole year, 
as stated, the whole class, or, large groups working on 
various articles, fitting them into the store, and then 
saving the best ones till the whole outfit is completed. 
Then, at the end of the year this might serve as an ex- 
hibition at the school, or be sent to the county fair in cases 
where such exhibits are required. However, it should 
represent the work of several months and not be rushed 
just for the purpose of exhibition. Such work robs the 
child of the pleasure of doing and the opportunity of 
experimentation. 



50 Primary Methods 

In the second use, the project may be completed in a 
shorter time so as to be used for practical helps in les- 
sons. In order to do this, each child might select the 
object which he could make best and if good, make the 
required number for his department. Then if there were 
some objects on which they needed help, the teacher 
could give directions or make patterns. Then when fin- 
ished, each grade might select one or two to arrange 
their department, and begin work. 

Any grade may use any department for practical les- 
sons — the only rule being, that articles be well preserved 
and left in order at close of the lesson. 

Various problems in Arithmetic, from simple unmber 
facts to the making of bills, checks, bookkeeping, may be 
worked out. Spelling, Geography — on products, woods, 
textiles, etc. History, Art Studies, Writing and Dic- 
tation, and Written and Oral Composition, not only about 
the store itself, but any article in it — or any country, 
style or kind of material represented. 

PART III 

Games, Rhythms, Music, Story-Telling and 
Dramatization 

CHAPTER XIII 

Gawies — A game may be defined as organized play, 
ranging from the simplest of plays, as ' ' Sallie Go Round 
The Sun" to the complex gymnasium games and even 
the well organized Football Game. All games have cer- 
tain rules, and penalties for breaking those rules. 

A plea for games has been made in a previous chap- 
ter, but thinking of further benefits, let us consider what 
a child must do in order to play a game well. To keep 
from being put out of a game, or paying a forfeit, or be- 
ing the "It" of a game a child must obey rules, look, 
listen, watch for adversaries or mishaps, suit action to 
words, and be ready to run, halt, dodge or free himself. 



Pbimary Methods 51 

At times he has to sing, call out, answer questions, or be 
silent. All this he does with great enjoyment, and quite 
unconscious of the fact that he is being trained to be 
obedient, observant, alert, quick of body and consequently 
quick of mind. 

The teacher directs the games, most of the time pJfiy- 
ing ivith the children and thereby making it possible for 
pupil and teacher to understand each other better. This 
also gives an opportunity to see who is slow, stubboni, 
naturally dull, lacking in courtesy and dozens of other 
shortcomings. Then teacher may select games which 
will emphasize right habits and which will correct faults. 

Every teacher should know three classes of games: 
Outdoor, Indoor and Polk Games. 

Outdoor Games — To be played for physical develop- 
ment, including deep breathing. Under this heading 
come manj^ Social Games which emphasize kindness, po- 
liteness, thoughtfulness for others, etc., and at the same 
time afford an appropriate outlet for surplus energy. 

Indoor Games — Include Sense-training Games, Re- 
laxation Games which are used between classes, and spe- 
cial schoolroom games, for use in rooms where the desks 
are stationery, and also games for rainy days, when in- 
clement weather prevents recess outside. Two texts 
which give a great variety of games are: Games for 
Playground, Home, School and Gymnasium by Bancroft, 
and "Children's Old and New Singing Games" by Hofer. 

Folk Games — Games depicting the common customs of 
various groups of people. They are usually set to char- 
acteristic music and must be played rhythmically and in 
strict time. Thus these games are aids to physical grace 
and charm, and ease of movement, qualities which are a 
blessing to anyone who is fortunate enough to possess or 
acquire them. 



52 Pkimaey Methods 

Folk-Games may well be used on programs at parent- 
teaclier meetings, at special concerts or outdoor affairs. 
They are very etfective when properly costumed. 

Some Folk Game Books: 

Popular Games and Dances — Hofer. 

The Folk Dance Book — Crampton. 

Hoiv TeacJif — Teacher should know the game. Have 
children repeat the words if there are words, and go 
through motions, if there are diffcult movements. Then 
begin playing. If game is long or complicated teach one 
part and then pla^/ that part; then treat other parts in 
like manner. The different steps and movements must 
be taught thoroughly before playing folk-games to music. 
Much practice may be needed, for they must be played 
just right and in exact time. 

CHAPTER XIV 

Rhythms 

Rhythms — All up to date kindergartens have a special 
time during each day for rhythms. These times are 
greatly enjoyed by the tiny folks. Rhythms may be 
carried on to the First Grade with a very marked degree 
of success, and will be an aid to bodily expression and 
development. Every teacher knows how well the little 
child likes rhythm, and it is this fact perhaps which un- 
consciously leads the teacher to have concert reading 
and recitation of tables which is so harmful to the child's 
mental growth in those subjects. But there are many 
other ways to satisfy his love for rhythm— the Mother 
Goose and Nursery Rhymes may be said both individ- 
ually and in concert. Irene E. Phillips Moses, in 
"Rhythmic Action Plays and Dances," has set them to 
music. If there is a piano or victrola at your school, 
children may run, hop, skip, march, fly, swing, see-saw, 
gallop, rake, dig, sweep, or perform almost any activity 
in rhythm with the music arranged for that particular 



Peimaby Methods 53 

activity. They may also clap hands, tap toes, swing legs, 
nod heads, or move their whole bodies around the room in 
time to various compositions suitably arranged. Special 
records may be bought for this work and books contain- 
ing music for different motions may be purchased. 

Folk Dances for Young People, by Cecilia Van Cleve, 
is a very clear, easily understood book for primary work. 

If there is no musical instrument in your school, you 
can still have rhythms, such as clapping, nodding, tap- 
ping, etc., to counts — as 1, 2 or 1, 2, 3, 4, or 1, 2, 3. Or, 
hopping and jumping to counts and marching to the tune 
of a march song. It is entirely too important an exer- 
cise to fail of encouragement, for it is a natural innate 
desire, as tangible and irresistible as breathing, or the 
heart-beat, or walking, all of which we do rhythmically, 
quite unconscious that it is so. Tanner, in her book, 
''The Child," has emphasized the fact that our whole be- 
ing is rhythmical, and has to be so to keep in harmony 
with the rhythm of the universe which manifests itself 
in everything from the solar system to the rhythmical 
blooming of the tiniest wild flower, which comes and goes 
with the season or opens with the day and closes with 
the night. Then, the more rhythm we bring into con- 
sciousness, the more easily we tit into, and the more har- 
moniously we move along with the rest of the universe. 

Older children like rhythm too, and it is just as help- 
ful to them as to the tiniest folks, and should be made a 
part of their program. It may be coupled with their 
calisthenics or given purely as rhythm between classes or 
when children look dull and sleepy. Advanced folk- 
games may be taught with excellent results. 

How Teach? — As far as possible, let children listen to 
and interpret music or counts without help. Encourage 
them to make suggestions and use their suggestions if 
the^ fit the music. After starting, if there are imperfec- 



54 pRiMAKY Methods 

tions, correct them by showing the right way, after chil- 
dren have tried without success. 

CHAPTER XV 

Music 

Music — Music and rhythm are very closely related and 
children should love their music periods and songs quite 
as much as their rhythms. If the teacher trains herself 
to enjoy singing and to enjoy hearing her children sing 
she can keep up the interest of all music classes. 

In the upper grades, avoid monotony by the method of 
procedure so that pupils will not tire of having to read 
notes and sing words in the same way each day. Notice 
carefully, the different musical signs and have them ob- 
served during the singing lesson. Call attention to the 
points of beauty in the song. Sometimes it is in the 
words; sometimes in the rhythm; sometimes in the mel- 
ody. Later, let children find out for themselves what 
part of a song is most beautiful and thus encourage care- 
ful and thoughtful study. 

It is well to have individual reading of notes from 
those who are backward in this respect. Train different 
members of the class to keep time for the class instead of 
always doing so yourself. (This may be used as a re- 
ward for good note-reading). Then you have a chance 
to walk around the room and discover exact locations of 
discords and also glance into Music Readers, for if you 
do not there will be figures or syllables written under 
the notes. 

In beginning a new key, it is well to have the staff on 
the board and drill very carefully on the signature, loca- 
tion of do and why, and any incidentals that come up in 
a particular exercise. Know it well yourself and go at 
it in a way which will make it clear and easy; then each 
child will feel that he himself can and will master it. 
The chief cause for poor note-reading is discouragement 
on the part of most of the pupils, and this is caused by 



Primary Methods 55 

the teacher's failure to drill and to make pupils under- 
stand the reading of the scale in the key in which they 
are about to study. This should be done before any note- 
reading from books is begun. 

Strive to help any children who make monotones. 
Slowly singing the scales, ascending and descending in 
different keys is a help. The syllables tha, ma, pa, ta, la, 
za, ra, ga, sung in place of do, re, mi, etc., w^ill be very 
beneficial because they force the voice forward, upward 
and outward, thus producing a clearer, more musical 
tone. Have children take a deep breath at the beginning 
and not breathe again till the last syllable has been sung. 
Practice this only about four times each day. 

Let us now consider rote-singing for the lowest grades. ' 

It is very important that the primary teacher be able 
to sing — not as a prima donna, but able to carry a child- 
like tune, and really enjoy it. Little children luve to 
sing and they love to imitate, so the teacher has to be 
very careful about her tones in singing for little children. 
Some teachers experience great difficulty in having their 
children learn songs, or sing well those which have been 
fairly well learned. If you have that trouble turn your- 
self over and see what the trouble is — then correct the 
fault and observe the following rules which will insure 
good singing and ready grasping of songs. 

GENERAL RULES: 

1. Notice a child's singing voice (the voice is light 
and the words are cut short — not prolonged as gro\\ai-ups 
treat them in singing. Listen to a child who lives near 
you). Then practice making your voice a child's voice 
— as one author expresses it, ''put a skip" into your 
voice. This will eliminate any tendency toward dragging 
of tones when children imitate you. 

2. Get into the spirit of wdiatever little song you are 
about to teach. 



66 Primary Methods 

3. Learn the song ivell, so well that you can sing any 
line of it alone and thus be able to correct any tone which 
may be sung out-of-tune. 

4. See that children are prepared for the song. Give 
them some experience, call up some previous experience, 
tell some story, or explain in child-like language the 
theme of the song at least one day before the song is be- 
gun. Then sing over the song for them. "Isn't that a 
pretty song, children? Perhaps I may teach it to you if 
you would like to learn it." This is one way to arouse 
interest — now that they are interested you may begin 
the actual teaching of the song. 

METHOD A— 

1. Children repeat, after teacher, words of the whole 
verse so as to get the story of the song. 

2. One child tells what the song says — as far as he 
can. Other children help if help is needed. 

3. Teacher and pupils say verse together. 

4. Teacher says first line, children second, and so on. 

5. Teacher and children, whisper the verse. 

6. Teacher sings verse. 

7. Teacher and children sing verse. 

8. Children sing verse. 

METHOD B— 

1. Teacher repeats first verse. 

2. Teacher and children repeat verse. 

3. Teacher sings first line or first two lines. 

4. Children sing lines just sung by teacher. 

5. Teacher sings other lines of verse in same way 
and children repeat after her, each time. 

6. Teacher sings whole verse. 

7. Children and teacher sing verse. 

8. Children sing verse. 

METHOD C— 

(Where instrument is used either of the preceding 
methods may be used also.) 



Peimary Methods 5t 

1. Teacher plays first verse. "How do you like that 
song, children? Let us learn it." 

2. Teacher plays verse again. 

3. Children sing tra-la-la or hum to get the tune. 

4. Children sing tune without the instrument. (If 
they cannot, it must be played again.) 

i5. "Let us see what the words say:" Teacher re- 
peats a line or two. 

6. Children repeat after her, till verse is finished. 

7. Teacher and children say verse together. 

8. Teacher and children sing, while teacher also plays. 

9. Children sing. 

This method is especially good when the tune is more 
difficult and foreign than the words. It may be used 
without the instrument. 

CHAPTER XVI 

Story- Telling 

Stories — All children, large and small, enjoy hearing 
a story and each teacher should find some time to tell 
stories. If no place is provided on your program, per- 
haps you can tell the children that if they get a certain 
lesson unusually well, so that it may be finished quickly, 
there will be time for a story. Make the story vivid and 
interesting and soon, the children themselves will be 
planning times for stories. 

Adaptation — In order that a story may gain the child's 
deepest interest, it must, many times, be adapted so that 
incidents and scenes come within range of the child's 
knowledge — or at least begin with ivJiat he hnoivs. For 
instance, if the story dealt with ocean scenes, and your 
group had never seen the ocean, you would have to first 
give a little description, show a picture or call up some 
ocean, picture they had seen, so that, beginning with the 
known, they could stretch their imaginations, and enjoy 
hearing of the unknown. Sometimes stories contain 
words not often used in your locality. These may be 



58 Primaey Methods 

either changed or explained as you relate the story. 
Many times there is some phase of the story which the 
author does not dwell upon at length ; and perhaps it is 
the veiy point which your particular group might en.ioy 
or might need, to impress some truth. Feel free to elab- 
orate on any such incident and thereby increase the value 
of the story for your group. Sometimes a story contams 
objectionable features — maybe some brutality or act of 
cruelty — some act of too great disobedience, or perhaps 
has an ending which is not pleasing. Feel free to change 
these in any desirable way or leave out the objectionable 
features. 

Preparation — In looking up a story to tell, imagine 
your children before you, and try to judge what effect 
it will have upon them. After deciding what part needs 
adaptation, the next point is to think just what you will 
say. Now re-read the story with your new adaptation. 
Learn it thoroughly. Next, imagine your children be- 
fore you and tell them the story, speaking aloud. If you 
make mistakes or get mixed, keep repeating until you 
can relate it just as if it were one of your own experi- 
ences, or some incident which you ^\dtnessed. Then, if 
possible tell it to neighborhood or family children or to 
relatives or friends, before relating it to your class. 

Relating the Story — There are three distinct and im- 
portant parts to every well written story — the Introduc- 
tion, the Climax and the Conclusion. It is the skillful 
handling and clear bringing out of these parts which 
makes one teacher's story more enjoyable than another's. 

The tone of voice and manner also go a great way to- 
ward making the story mean just what the teacher in- 
tends it to mean. Tone of voice and manner are regu- 
lated by the teacher's ability to get into the spirit of the 
story and thus convey the true impression to the listen- 
ers. 

Value — Story-telling is one of the surest and most 
pleasing methods of stamping indellibly on the child's 



Primary Methods 59 

mind certain principles and virtues which are essential 
to his development into the right kind of a citizen. There 
are stories which touch upon every phase of life and the 
wise teacher selects a story to convey any truth she 
wishes. Let us think — there are stories relating deeds 
of kindness, gentleness, politeness, gene/rosity, etc. 
There are hero stories, histoiy stories, nature stories, 
myths and fairy stories which are so fine for developing 
imagination, and myriads of others. 

Story Books : 

Mother Stories — Maud Lindsay. 

"Worthwhile Stories for Every Day — By Lawton B. 
Evans. 

Firelight Stories — Carolyn S. Bailey. 

Hoiv Many Stories? — There are ditferences of opinion 
as to how many stories a teacher should tell during a 
school year, — and some teachers have wondered lioiv 
many times they should tell the same story. 

It is my opinion that a teacher should find out just 
what kind of stories she needs most to tell, at the begin- 
ning of the year and make a list of these. Include in the 
list certain seasonal, festival and hero stories which 
must be told. Then work toward finishing that list, if 
possible. Have no fear of telling a storj^ too many times 
for the enjoyment of the children. It takes at least three 
tellings for them to begin to appreciate the story as the 
teacher sees it— the first time, they spend in getting them- 
and the third time they begin to understand the parts 
selves adjusted to the new situations, wording, etc.; the 
second time, they begin to take in the story as a whole; 
played by the characters and something of the reason 
for the result. Then they are eager to hear the story 
again and again. Think how they always request old 
stories which they know or have heard many times. The 
more they hear them, the better they like them. 



60 Primaey Methods 

This does not mean, however, that you are compelled 
to tell the same story three times in succession, but if 
the children seem to prefer it, there is certainly no harm 
done if you tell it. Repetition should be the teacher's 
watcJnvord — then, there would be much less ineffectual 
teaching. 

CHAPTER XVII 

Dramatization — Children love to act out the parts of 
different characters in their stories. When a story has 
been understood well enough for them to know just what 
each character must do, it is very excellent training for 
them to dramatize. This comes easily and naturally, if 
the teacher asks questions to bring out points or scenes 
which the children may overlook. However, the teacher 
should do as little suggesting as possible. Let children 
work out their own ideas and finish the play. After it is 
over ask questions if any part is not played well and 
lead them to see how improvement can be made. The 
next results and the ease with which they will go on 
dramatizing will be surprising: Only remember, let 
children manage it. 

CHAPTER XVIII 

Preparation of Special Programs — So many teachers 
are required to give special programs at the close of 
school that I cannot close this little volume without a 
word with regard to that. 

First, let me say that personally, I like the idea. It 
places the children before the public and gives the 
teacher a chance to show her ability to train them for 
entertainment. Parents like for their children to appear 
in public and like to help with the sale of tickets when 
an admission fee is charged. Such fees should go toward 
better equipment for the school. 

But, I do not like the idea of taking class time for prac- 
tices or having long practice hours after school — and I 



Peimaey Methods 61 

liave found the remedy for this. Instead of waiting till 
the end of the year to plan, work out your program dur- 
ing the first month of school, or before. Plan to get a 
certain part of it done each month, and begin on it, de- 
voting some time on the last Friday in each month to the 
part of the exercise which has been learned. Or, if there 
are to be drills or folk-games, practice a little all along, 
and when final examinations, yearly reports, etc., pile up 
at the end of the teim, most of the concert practice is 
over. 

You will find that the children will perform with 
greater ease and less excitement and the concert will be 
one hundred per cent better. You need never say to the 
children that you are working toward the concert, but at 
the end of the term simply say that you are going to com- 
bine all the programs which they have been giving. 

And now, dear teacher, I am indeed happy to have 
given you the benefit of many and varied experiences of 
the past seventeen years of my life. May they suggest 
other and better methods to you and thus help you to 
help a little child. 

Would you a scholar attempt to teach? 
Study his habits, nature, speech. 
Make him tell you all he can ; 
From this knowledge, form your plan. 
Begin with that which he does know; 
Tell him little, and tell him that slow. 
Use words that he will know and feel; 
Review, call back, draw out at will. 
Consult his tastes ; help him climb ; 
Keep him working all the time. 
Be firm, be gentle; love is strong. 
Look to Jesus ; you'll not go worng. 

— Silas Farmer 



62 Program 

PART IV 

HANDWORK PROGRAM 

A Suggestive, Adaptable Yearly Program for 

Primary Grades 

It may be correlated with nature study, home and community life. In 
I'.pper grades it may be used as purely experimental work or made more 
difficult, and at the same time more beneficial, by permitting children to 
measure, calculate and enlarge upon the easier portions and to figure out, 
for themselves, the correct proportions of objects to be made. It may 
also serve as Busy Work where a teacher has more than one grade. 
Time — Regular drawing time — not over a half hour, each day. 

SEPTEMBER 
General Thought: Home and the family's preparation for winter. 
Week I — Fruit and Vegetables 
Monday — Cut out autumn fruits and vegetables from seed catalogs — group 
them well and paste on suitable background, or make a group picture 
by pasting them in a large box, basket, pail or barrel already cut out 
and mounted, either on blackboard, or on large cardboard. (This to 
be made by teacher or some pupil who is capable.) 
Tuesday — Outline some of same kind of fruit and vegetables on drawing 
paper and paint with water colors. These may be drawn freehand or 
made from patterns, according to grade and ability. Save for booklet, 
to be made later. 
Wednesday — Draw and cut out jelly glasses and fruit jars, and fill with 
jelly of various kinds and canned fruits and vegetables. Jelly, fruit 
and vegetables may be crayoned, or painted on jars, or may be made 
first on separate paper and then pasted on jars. Lead children to select 
fruit and vegetables which will show up well. Paste each good result 
on blackboard for a Ijorder, (This will require more than one lesson 
period.) 
Thursday — Clay. Mould into round smooth balls first, by rolling between 
the palms of the hands — then shape to form an apple and a pumpkin. 
Put on stem and notice and discuss modes of growth. Let children see 
real apple and pumpkin, if possible — if not show a picture for sake of 
comparison. 

Friday — Give each child small wire or cord about two or three feet long; 
large piece of newspaper and smaller pieces of crepe or tissue paper — 
orange and green; paste, scissors. Let them wrap wire with green to 
represent pumpkin vines and later put on pumpkin leaves, and large 
ripe pumpkins made by dampening, crumpling and shaping the news- 
paper and covering it with orange. When finished they may place on 
floor in designated part of the room, or in a suitable spot outdoors. 



Pbogram 63 

Week II — Fuel 

Monday — Have at hand many magazine and catalogue pages cut roughly. 
These should contain pictuures of stoves, fireplaces, furnaces, forests, oil 
stoves and any other picture which suggests heating methods or sources 
of fuel. Let children cut these out very carefully and mount. Save 

• for booklet. 

Tuesday— yiodel coal or wood box for kitchen use. Use heavy drawing, or 
construction paper, 5x7 inches, and require children to fold 16 oblmigs: 
Then on both short ends, cut the right and left creases as far as the 
first intersection with the crosswise crease; turn the corners thus cut 
toward the center, at each end, on the inside; paste to central flap and 
then fold central flap over, toward inside, and secure with paste. (This 
may be made without the use of paste.) 

Folding 16 Oblongs 

Fold front edge to back edge; open; fold front edge to middle crease; fold 
back edge to middle crease; open; turn paper around, so that creasesj 
run toward you ; fold as before. Sixteen squares are folded in same man- 
ner — only paper must be square at the start. Many box, basket ana 
house forms are made from sixteen folds, 

Wednesday — Sandtable. Divide the class. Let one group gather such 
twigs as will look like trees when planted on sand table; also gaher 
patches of grass and moss and plant between trees. Another group may 
cut out, from magazines or fashion sheets, or may draw good pictures of 
men and paste on stiff cardboard with standards on the obscure side. 
Place these among the trees for woodmen or owners of the forest, as 
pictures suggest. Still another group may cut trees from white paper, 
crayon them in auumn colors and paste on larger paper to form forest. 
Cut out and paste among these, pictures of woodmen or owners, planning 
to have trees cut down. Place best results around room. Let children 
take pictures home at end of the day. 

Thursday — Have children cut freehand, a fireplace and mantel. Then cut 
shovel, coal scuttle, poker, tongs. These may be painted black or bronze 
and mounted. Save for booklet. 

Friday — Constrxjction. Show pictures of oil cook stove; give children 
cardboard, empty spools, paste, and let them model an oil stove without 
any help, save perhaps a suggestion here and there. Take home when 
finished. (Boxes may be brought by each child, for this purpose.) 

Week III — Preparation of Warm Clothing and Blankets 
Monday — Painting. Ask questions tracing children's woolen clothing and 
blankets back to sheep. Give each a piece of white paper 9 x 12 inches. 
Let them paint the upper half light blue to represent the sky and the 
lower half green to represent the grass. Dry and save. 



64 Program 

Tuesday — Tracing and Cutting. Let children trace on wliite or black 
paper the outline of a sheep or maybe two sheep ( according to size ) . 
Cut out and paste in correct position on landscape painted yesterday. 
A tree, in the distance, may also be added. Save for booklet. First 
Grade may illustrate "Baa, baa, black sheep" and recite the rhyme. 

Wednesday — Sewing and Knitting. Girls bring dolls and woolen scraps, 
and cut out warm coats, dresses, hoods, or underclothing. If some girls 
have no dolls they may make pretty blankets from flannel or flannellette 
by over-casting the edge with contrasting color of yarn or putting on 
some easy feather stitching. 

Boys begin spool knitting which is later to be made into mats, rugs or 
hoods for doll house or dolls. 

Spool Knitting — How Done. With a small hammer let children drive 
into an empty spool five stout pins, or better still, tiny wire nails, or 
used victrola needles. Next, take a piece of yarn (or cord, crochet or any 
rather heavy thread) and pass through the hole to the bottom of spool, 
letting it hang down about three inchies. Now begin to wind, on the 
outside of first pin, inside of second and outside of third pin and so on 
— till the starting point is reached; then go inside the first, outside 
the second and so on till there is a loop around each }iin, and you are 
once again at the starting j^oint. Now hold the yarn against the first 
pin, just above the loop; pick up the loop (with a wire hairpin or hai 
pin) and pass it over the head of the pin to the inside. Continue this 
way until a knitted cord the desired length is obtained. To keep knit- 
ting even, gently pull the thread which is hanging down through the 
spool, after each two or three stitches. Add a new thread by simply 
tying with a firm small knot. Colors may be alternated with a very 
pleasing efi"ect. When finished, slip loops off" the pins, pull carefully 
through the spool, then pass the end of the yarn back through the 
last loop and pull; then pass it through each of the other loops in order 
and pull tight. 

Thursday — Continue sewing and trimming of dolls' clotlies, and dress dolls. 

Boys continue knitting. 
Friday — Continue same work. Invite some other grade or some visitor 

to see the finished products. 

Week IV^ — Preparation of House for Winter 
Talk about autumn house-cleaning, walls, floors, difl"erent rooms and their 

uses, furniture. 
Monday — Have on hand four soap boxes, a sheet or two of sandpaper, 

small saws and hammer, long wire nails, and a little prepared house 

paint of a color which will blend with your room or walls. 
In each box cut openings large enough to represent double doors, and place 

in such position that each one fits exactly over the other when boxes are 

arranged side bv side. Cut openings for windows in the back of the 



Progeam 65 

two middle boxes, and at the back and side of the two end ones. Sand- 
paper these; paint; allow to dry, and then place in a row on the floor 
in some suitable space in the room where they can remain for a length 
of time. Secure each to the floor by means of one nail. This makes 
a fine substitute for a doll house and children may get ideas of proper 
furnishing of a living room, bed room, dining room and kitchen. 

Tuesday — Sandpaper the floors, and paint around the edges about three 
inches from the wall, in all but the bedroom. Paint whole floor in 
bedroom. Cut narrow strips of cardboard and paste across windows to 
represent sash or screens. Paste on the inside. 

Wednesday — Paper Walls. Plain paper of right color may be used, or 
suitable paper from a wall paper sample book. Borders may be plain, 
narrow strips of contrasting colors or may be flowers cut from wallpaper 
or even strips of pretty wallpaper. Use cream paper for all the ceilings. 

Living room — color may be light gray, soft green or tan. 

Dining room — may be a different shade of the same color used in living 
room. Use plain paper for the side walls and place strips of darker or 
white paper equal spaces apart to represent panels. Panels extend from 
border down. 

Bed room — may be colored any pale, dainty color, as blue, pink, yellow, 
very delicate green. Be careful to select a shade which blends well 
with the color used in other rooms. 

Kitchen — walls may be sandpapered and painted light blue, or white. 

A very pretty and new color scheme is the orange and black. Living room, 
burnt orange with touches of black in draperies, vases and pillows; 
dining room, orange with touches of black in curtains and candles or 
lamp shades; bedroom, orange-yellow, with spreads, scarfs and table 
covers embroidered with yellow, orange and black; kitchen, side walls 
painted yellow, curtains stenciled in orange and black. 

Thursday — Make rugs for living and dining rooms. Use heavy soft-finish 
paper, crayons or water color. Outline designs, then put in colors. 
Colors should blend with general color scheme of the room and as a 
rule, rugs should be at least one shade darker than the walls. Let 
half the class work on each rug. l^se best results, from point of design, 
neatness, blending of color and general fitness. 

Friday — Make from paper small rugs for bedroom. They must be right 
size, shape and color. Make also congoleum rug for kitchen. 

OCTOBER 

Week I — Prepaeation for Winter; Nature's Preparation; 

Hallowe'en Thought 

Motiday — Dining Room Furniture. Use cardboard boxes; or heavy paper, 
first folded into sixteen squares, and cut to make desired furni- 
ture. Cut tiny, appropriate pictures for the walls. Paste these on and 
represent the picture wire by drawing lines on paper of the wall. Scarfs 
piay be cut from soft paper and decorated in any desirable way. 



66 PeograM 

Tuesday — Make cvirtains of tissue paper or of cloth. Decorate as desired. 
Portieres may be made for double doors. Green or other color crepe, 
decorated with narrow strips of tissue or wall paper is suitable, or 
cloth may be used. Spools may be painted to represent flower pots or 
may be covered with crepe paper and plants may be made of tissue 
paper and put in — or bits of real plants may be stuck into the opening 
of the spool. Window boxes may be modeled from stiff paper and plants 
put in. 

Wednesday — Model bed-room furniture from cardboard or heavy paper the 
desired color. Make scarfs, spreads and pilllow-tops of soft paper. Place 
appropriate pictures on the walls. Have only a few of these. Let 
children suggest styles of furniture, according to what they have seen. 

Thursday — Model kitchen furniture, sink and stove. Use white cardboard 
or construction paper for this. In all furniture making aim for firm- 
ness, strength and steadiness of construction. Divide class, letting 
various groups work on each article. Choose the best for the dolls' 
house and let children take others home, 

Friday — Model living room furniture. Use heavy construction paper ot 
desired color, or white paper which has been painted the desired color. 
Make pillows and cushions of cloth, stuffed with cotton or cork. These 
may be decorated by working with thread or using water colors. Put 
in dolls of suitable size and teach many valuable lessons through play- 
housekeeping. 

Week II— Autumn Nature Thoughts 

Monday — Draw — pumpkins, apples. Add details by putting on stems, 
leaves, colorings and markings. 

Tuesday — Sandtable. Find twigs suitable for apple trees. Make these 
stationery and arrange them to form an orchard. Cvit out and color 
tiny ajjples with stems and paste on "trees" — or roll small balls ot 
red tissue, sew a thread through the top of each and tie to the trees. 

Wednesday — Card-Sewing — pumpkin, apple, autumn leaf. (Cards may 
be bought at school supply houses or made beforehand by the teacher. ; 
Use worsted, sansilk or other thread of same color as fruit or leaf to 
be sewed. When sewed, paint on inside and save for booklet. 

Thursday — Clay. Make autumn leaf. Choose a shapely leaf — two kinds 
may be used. Give each child a piece of clay and a piece of heavy 
paper, the right size to accommodate leaf to be modeled. Let children 
pat out the clay, very evenly till it is i/4 inch thick — then smooth it; 
with a flat stick. Now lay on leaf and press it down firmly with a 
block, flat board or piece of heavy cardboard. Now cut around outline 
of leaf with toothpick or other sharp instrument. Push extra clay off 
paper and remove the leaf. The result is a perfect figure showing veins, 
stem and outline, in relief. Put aside to dry. 



Pbogeam 67 

Friday — Folding and Pasting. Farm wagon. Fold sixteen oblongs and 
paste to form box. Cut circles for wheels and fasten with paper fasten- 
ers. Tie in a string so that wagon may be pulled along. Use heavy 
cardboard for wheels. (Older children may be required to make, ac- 
cording to exact measurements, larger models and also to devise other 
ways of making and fastening wheels.) 

Week III — Booklet — Calendar 

Monday — Make a few patterns of a large pumpkin with stem. (Have 
pumpkin at least ten inches in diameter). Children draw around 
these patterns on heavy construction paper — each making two, for a 
front and back cover for booklet. Cut these out. Paint and let dry. 
(When almost dry, place under pressure to keep them flat.) 

Tuesday — Give each child enough bogus or smooth wrapping paper to 
cut out ten pumpkins the same shape and size as the cover -pumpkin. 
(Two or three thicknesses of paper may be cut at same time by older 
children ) . Place two dots about an inch apart near base of stem on 
cover and each of the leaves. Punch holes — tie loosely with green card, 
worsted, ribbon or raffia and thus complete the booklet. 

^Ved'nesday — Paste neatly into booklet, all work saved thus far. 

Thursday — Pass heavy paper 5x7 inches. Measure, dot and line spaces 
for an October calendar. Print name of the month. Discuss design 
suitable for calendar. 

Friday — Finish Calendar. Print abbreviations for days of the week and 
put in figures. Indicate Sundays and Hallowe'en day. Draw or paint 
autumn leaf or fruit in suitable position and paint on narrow border 
line. Save for booklet. 

Week IV — Hallowe'en Tholtghts 

Monday — Make paper chains for decorations. Use orange and black. 
Cut strips 3 inches long and % inch wide. 

Tuesday — Pass stiff patterns of witch, owl and black cat. Let children 
trace around these on black construction paper and cut out. Tie with 
fine black thread and suspend from windows, doorways, chandeliers or 
from long threads tied across the room. The room now begins to take 
on a festal appearance. 

Wednesday — Cut pumpkins from yellow engine or glazed paper. Make 

into Jack-o-lanterns by cutting out eyes, nose and mouth. Paste on blackj, 
board for border. 

Thursday — Experimentation in Cutting and Arrangement. The prob- 
lem will be, to make a Hallowe'en night scene composed of a house 
with lights showing through the windows; trees nearby, with an owl 
perched therein; a stump, on which is sitting a jack-o-lantern; a black 
cat; and a moon in the sky. Talk this over with children, then give 
each the following material: Light gray paper, 8 x 12, for mounting; 
small piece of drawing paper for house and owl; orange paper for 



68 Peogeam 

lights, jack-o-lantern and moon; dark green paper for trees; tlaek 
paper for cat; brown paper for stump; scissors, paste and any color 
crayon for which child may ask and have need. Place around room, the 
best results. See that all finish and collect them. 

Friday — or the real Hallowe'en Day. Make real jack-o-lantern from real 
pumpkin. Cut piece off the stem end and save for his hat, to be fas- 
tened on later with tooth picks. Let various children help scoop out 
the inside. Then draw with pin or sharp stick, eyes, nose and mouth; 
cut out. Insert candle. (If jack-o-lantern does not stand well, cut 
piece off the bottom.) Have march with jack-o-lantern leading, and 
Hallowe'en games; wash, dry and save seeds. 

NOVEMBER 
Week I — General Thought: Indian Life, Harvest, Thanksgiving 

Monday — MaivE Wigwam. Cut circle 6 inches in diameter, from brown 
paper. Place dot in center; cut out about ^4 of circle as far as center 
dot. Paste the two cut edges together; stand on desk. Cut slit on 
opposite side and fold back to represent door of wigwam. Let several 
children place their wigwams on the floor for a village and have In- 
dian dance, or march around singing Indian song. Take wigwam home. 

Tuesday — Braiding. Use raffia or long grass blades. Make a braid sev- 
eral yards long and save for a mat. With older children, use four' 
strand braid and form into an Indian basket. 

Four-strand Braid: Wet raffia and shake till almost dry. Tie 4 strands 
together at the large end and fasten down with pin or thumb-tack. 
Start at the right and put first strand over the second, under the third 
and over the fourth. Keep repeating. As a strand gets thin and short, 
braid in another by sticking one end up among the other strands and 
using the new and thin part of old strand together as one strand. 

Wednesday — Continue braiding. 

TJmrsday — Begin coiling braid for an Indian mat. Some may be made 
round, others oblong. Thread raffia or darning needles with split 
strands of raffia and fasten the coils together, at regular intervals, 
letting the stitch take the same direction as the coil. 

Friday — Talk about Indian dyes and decorations. Show pictures of bas- 
kets and pottery with designs and let children use their water colors to 
make designs on their mats. Save for exhibition at end of term. 

Week II 

Monday — Begin to make Indian head dress. Let each child bring a strip 
of bright colored cloth from home — it must be long enough to go around 
his head. Also bring turkey or chicken feathers, — or old ostrich feathers. 
(Boys will need from 8 to 12 feathers — girls only 1.) Perhaps three or 
four children can bring enough to supply the class. Dye light colored 
feathers various bright colors by dipping into Easter egg dyes, made 
double strength — or they may be tinged with water color or oil paint, 
Lay on papers or hang up to dry. 



Pbogeam 69 

Tuesday — Sew edges of the cloth together and press the strip open so that 
the seam goes to the middle, and turn inside* Paint contrasting dots, 
lines, or angles on bands. Sew feathers to the inside. Squaws may sew 
just one feather in the back. Let children put on head dress and have 
a march or war dance. Save for Thanksgiving. 

Wednesday — Tear paper into tiny bits to make papier maehe. (See page 

.) Let each child tear about two cupfuls. Mix paste; pour paper 

and paste into two or three pans or bowls and let children take turns 
at kneading it. Cover and put aside for use tomorrow. 

Thursday — Add a little more undiluted paste to mache, then mould into 
such foods as may be suggested for the Thanksgiving feast which pil- 
grims gave, and to which they invited the Indians. (Apples, corn-bread, 
pumpkins, turkey, pies, cakes, etc.) Put aside to dry. 

Friday — Continue moulding mache food. 

Week III 

Monday — Begin making room decorations for Thanksgiving. Let children 
trace around pattern and then cut out large turkey; color; place in 
suitable space for border. 

Tuesday — String pvimpkin seeds and cranberries; one berry and two seeds, 
strung through thick end; arrange artistically around room. 

Wed/nesday — School Thanksgiving Day. Paint papier mache food — let 

dry awhile; shellac. Set table and have feast. Let some childern put on 

Indian liats and sit Indian, fashion. Have a genuine good time pretend- 
ing to eat the food and emphasizing good table manners. At the end, 
children may be served small cakes, or a bit of candy — or better still, 
a little cup of cocoa. 

Thursday — Thanksgiving Holiday. 

Friday — Free Drawing. Recall all things, relating to Thanksgiving; let 
children make choice of what they will draw and draw that. (In 
lower grades, drawing of this kind should be judged by the effort put 
forth to produce the picture and also by the general outline and idea, 
although it may be crudely represented.) 

Week IV 

Monday — Sandtable, representing Landing of Pilgrims. Get sanddtable 
ready. Make and arrange trees by getting twigs of right shape and 
size. Place in a piece of glass for water, large stone for Plymouth 
Rock. Make ship to represent the Mayflower; make path through the 
woods. Talk about size of houses, church and people. 

Tuesday — Cut out pictures of Indians, mount on cardboard, and attach 
stiff cardboard standards. Place these in the woods. Placa patches of 
tall grass among trees also. 

Wednesday — Dress flat splints to represent Pilgrims. Draw faces on. 
Long circular dresses of rather stiff black paper will help them to stand; 
put on capes of black and pointed white collars cut from soft paper. 



70 Peogram 

Put on Puritan hoods. Make the men from clothes pins and let them 
wear tall hats. Save for sandtable. 

Thursday — Make houses and church for Puritan village. Use the 16 
square fold for houses; slit paper one square up on all three folds, on 
two opposite ends; paste squares in the middle so as to form a gable 
roof; then patse the two outside squares remaining, so that they stana 
flat on table and lap over the lower point of the two squares forming 
the gable. Cut doors and windows, and add chimneys. Be careful of 
proportion. Make church in the same way; paste stiff paper on one 
end of house-form and point at the top to represent steeple. Make a 
cross of stiff paper and paste to top of steeple. Place on sandtable 
and arrange Pilgrimg walking toward church. Invite other grades or 
teachers to see the result. 

Friday — Paint leaves which were made of clay during October. Shellac 
and take home. 

DECEMBER 

General Thought — Begin to talk about God's Wonderful Gift to the world, 
and finally lead to Santa Claus, who may be pictured as a fairy who 
represents the great spirit of Giving. Explain how each person can play 
Santa Claus to those whom he loves and lead children to think of gifts 
for others as well as themselves. 

Week I 

Monday — On suitable background, have children paste strips of black or 
colored paper in such position as to represent a fireplace and mantle. 
Draw fire with colored crayon; cut out stockings from black or white 
paper, one for each member of their families, and paste on mantle. 
Sing Santa Claus song. Save for booklet. 

Tuesday — Find, in old magazines, any picture which will be suggestive oi 
Christmas, as Santa, reindeer, sleigh, house with chimney, room with 
fire place, Christmas trees, etc. Tear out these pages and let each child 
have one or two pictures to cut out and paste on suitable backgrouna 
for a poster. Have the subject printed on poster, using very best let- 
tering possible. Place best ones around room. Children take others 
home. 

Wednesday — Make, find in educational magazines, or buy, Santa Claus 
patterns. Have children cut out, and paint or crayon these, getting all 
the fun possible. Make a border for blackboard. 

Thursday — Cut out fir trees from white drawing paper. (Teacher may 
hold up picture or pattern of fir tree and let children try till good 
result is obtained). When a child cuts a good tree, let him crayon it 
dark green with dark brown trunk. These make lovely borders, used 
alone, or alternated with the Santa Claus. Be careful of proportion 
if used with the Santa Claus. 



Program 71 

Friday — Cut out red and green Christmas bells. Gild around edge; gikl 
handle and elajiper. Savo for room decoration. 

Week II — Christmas Presents for Others 

These presents are to be placed on tree, to which are invited parents, 
relatives and friends. 

Monday — From white or colored tarlatan, cut out socks of medium size. 
Place two of these together and have children overcast, on all sides 
except the top. Use worsted thread of bright and contrasting colors. 
Overcast the top simply and place a loop of worsted at back of sock 
so it may hang on the tree. Later these may be filled with nuts, pop- 
corn and candy for some one's little brother or sister, and hung on tree. 

Tuesday — Beads for Mother. Buy rather small gilt, cut steel or colored 
beads. Combine these with canteloupe seed; sewing seed through the 
thick end. Use one head and two seeds, and thus make a very desirable 
present for mothers. Shellac the seeds when finished to make them 
more durable. Use very fine needle and fine thrad, which you may wax 
yourself to give it strength. Make strings of beads about one yard in 
length. (Very young children may get the same effect with larger 
beads, needles and pumpkin seeds.) 

Wednesday — Paper Weight. Have children hunt stones or rocks about 

the size of an ordinary paperweight. If possible, get odd shapes in firm 
white or light gray stones. Scrub with brush or cloth, in soapy water; 
rinse and dry thoroughly. Paint with enamelac or any glossy paint — ■ 
using two coats if necessary. Or water colors may be used, and shellac. 
Use bright-colored paint; decorate with dots, figures, fiowers or birds 
of contrasting color. The stone may be painted black and some flower, 
fowl or butterfly stenciled on in natural colors. This makes a novel, 
unique, and unbreakable present for father. 

Thursday — Pincushion for Sewing Basket. Cut two triangles of red 
sateen; let each side of triangle measure 5 inches. Let children over- 
cast the two triangles together, leaving just enough space open for 
stuff"ing. Stuff' with cotton and sachet powder, and finish overcasting, 
t^se green embroidery floss for overcasting, and sew a loop of the green 
thread into one corner so that the cushion may be hung on the Christ- 
mas tree, and later, hooked over a button while grandma sews — or it 
she wishes she may fit it into one corner of her sewing basket. Stick 
in a few needles of different sizes, and a few pins. 

Friday — Hunt up your last year's Christmas and New Year cards, and 
tures on them. Have children cut plain, thick, white paper, the size 
tures on them. Have children cut, plain, thick, white paper, the size 
of the card and paste over the written side. Give each child two cards 
of same size and with pictures made in similar position. Then let 
each child cut six or eight pieces of white paper the same size of cards. 
Punch holes in each and make into a little note-book. Tie with ribbon, 



72 Program 

pretty cord or tinsel cord. This makes a good present for uncle, aunt 
or friend who may come to the Christmas tree. 

Week III 

Christmas Tree Decorations — should be made by children. 

Monday — A new idea in chains. (It seems that a Christmas tree just 
must be draped with chains. We are all so tired of them, yet find our- 
selves making them each year. Here is a little variation ) . Cut strips 
4^/^ inches long and 14 inch or less, wide. Cut two-inch squares; fold in 
center and beginning at folded edge, cut 14 inch from each edge, open, 
and you have a hollow square with sides % of an inch wido. Make 
and join four links from strips, fastening the fourth link into one 
corner of the hollow square — then into the opposite corner, begin put- 
ting in links made from strips and after every fourth one insert a hol- 
low square. This arrangement makes a beautiful decoration when gold 
or silver paper is used. Later, each child may drape his own chain 
on tree. 

Tuesday — Another old idea that is still beautiful, is the gilding of pine 
cones, twigs, button balls, swe€t-gum balls, acorns, hickory nuts, wal- 
nuts, magnolia leaves, etc. Get gilt paint from a regular paint store; 
spread newspapers on desks and children have great fun making things 
gold. The cones, twigs, balls, etc., to the tree, using gold tinsel cord. 
Put acorns and nuts into little baskets or cornucopias which children 
may make from holly or tinfoil paper. Use leaves for making wreaths, 
or they may be strung and hung about the tree. 

Wednesday — Make loreaths of holly, everygreen, cedar or pine needles. Be 
sure they are substantial, and perfectly round. Anything put up for 
decoration should be well made and artistic. Groups of children may 
work together on one wreath. Or, buy green paper wreaths and suspend 
a gilded pine cone to the center. 

Thursday — Cut two circles, 4 inches in diameter, from construction paper; 
cover both sides with circles of silver paper. Paste firmly; let dry. 
crease each in the center firmly. Sew together, exactly in the creases, 
with the diameters which are creased outward, meeting. Use silver 
tinsel cord for sewing and leave a piece 6 inches long at top for tying to 
the tree. This is a four edged silver "ball." 

Friday — or whatever day, tree is placed in room. Get aluminum paint— 
or paint powder and oil from a good paint store. Let children take 
brush and paint the ends of each twig about 3 inches back. This gives 
a beautiful effect when dry and is different from "snow." Place a large 
silver star in top of tree. 

Week IV 

Christmas Tree exercises and holidays dispose of this week, as a rule. 
It is well to have children keep their tree solely for others — that they 
may get the true spirit of giving. Their toys and gifts may be brought 



Program 73 

in by a Santa Claus after the other gifts are distributed — or they may 
be sent to tlieir liomes. It is well to have tlie Christmas Tree exercises 
begin somewhat later than the regular hour for school. This allows the 
children time for putting on presents before friends arrive. However, 
the chains, star and gilded decorations may be put on the day before 
and everything may be in order for the program. 

Suggestions for Christmas Presents 
(These ideas gained from various handwork books journals, teachers, nor- 
mal students and children.) 

1. Stenciled blotters. 

2. Simple strings of glass beads. 

3. Needle books. 

4. Shaving-paper books. 

5. Flower bowls — made from clay and enameled. 

6. Book-marks — Xmas seals and ribbon. 

7. Hair pin receivers. 

8. Match scratchers. 

9. Picture Books. 
10. Calendars. 

11 Safety-pin holders. 

12. Candy receptacles — crisco cans painted inside and outside and filled 

with home-made candy wrapped in waxed paper — then placed in tissue 

paper and tied with ribbon. 

JANUARY 

General Thought — Review Christmas thoughts and lead up to new year, 
bringing in the idea of time and its passing. Also study Trades of dif- 
ferent community workmen. 

Monday — Make New Year Post Card- — place in envelope, address correctly 
and mail or carry to mother. Construction paper, the size of a post- 
card. Have on hand a collection of pictures of babies, roughly cut from 
old magazines, advertisements or fashion sheets. Let children cut these 
out carefully and paste on their cards. Place in each corner a tiny 
bell — or place in one corner a group of tiny bells. These may be cut 
from gold paper or may be drawn or painted. Put tiny dots of gil! 
paint around edge of card. 

Tuesday — Practice making clock faces. Use circles about one and one-half 
inches in diameter. Work for good figures, correctly placed, and on 
understanding of what the hands of the clock tell. Save best results. 

Wednesday — Use candy, thread or other rectangular boxes — (one box may 
serve two children, one using the top and the other the bottom.) Con- 
struct a grandfather clock. Stand box on end with closed side toward 
children; paste on clock faces, near the top; cut window below, where 
the pendulum may show through. Thread black thread into a needle, 
using a small knot. Stick needle through the point where the lines rep- 



74 Program 

resenting the hands of the clock meet, and pull the thread to the wrong 
side, leaving knot on the right side. Now, tie a bead of right propor- 
tion to the other end of the thread, so that it hangs just a bit below 
the center of the clock window, for a pendulum; clip thread. Children 
will be delighted to start their clocks. Boxes may be covered with 
white or colored paper — or painted in clock-colors. Take home. 

Thursday — Watches to wear. Have children cut watches from catalogs 
and magazines. Paste these on heavy goldeu-yellow cardboard and cut 
cardboard in the shape of a watch case — just a bit larger than the 
watch cut from catalog. Punch hole through the top and tie in a golden 
yellow cord or piece of worsted, for a chain. Boys may wear in pockets; 
girls may wear around neck or may punch hole in top and bottom and 
tie around wrist. 

Friday — Sandtable representation of the source of lumber used by car- 
penter. Have children, gather twigs and plant at one end of sandtable 
to represent trees in the forest. Represent river with a piece of glass, 
long and rather wide; put on twigs to represent the floating of logs 
down the river to the sawmill. At other end of table construct a saw- 
mill and pile up flat splints and sticks of various lengths to represent 
lumber which is being cut at the mill. Dress clothes pins to look like 
mill workers and place them. 

Week II 

Monday — Cabpentere's Tools. Use freehand cutting. Make bench, ham- 
mer, saw, plane, etc. Paste the two best tools cut, into pumpkin booklet. 

Tuesday — Ladder. Cut strips of heavy construction paper 4 x 14 inches. 
Fold short ends together and crease, so that it looks like the letter 
"v" turned upside down, when stood upon the desk. Make a dot % inch 
from the fold at top, and % inch from either side at top; make dots 
1/^ inch from either side at top; make dots % inch from either side at 
bottom. Connect lines; now cut on the line, leaving an open space 
on the side facing the child. Cut strips ^ inch wide and paste on the 
underside of open space, equal ditsances apart. Take home. 

Wednesday — Blacksmith. Talk of his work. Tell blacksmith story or 
recite poem. Buy or make sewing cards with picture of a rather large 
horse. Have children sew. Place neatest ones around room. 

Thursday — Clay. Make blacksmith's hammer. (Show picture of or let 
them visit a shop to see one). Use stick for handle. Mould anvil. 
Save best ones — dry, paint and shellac them. 

Friday — Fold blacksmith shop. Crayon brown, an eight-inch square. Fold 
into 16 squares, cut and paste as if making the house. Then cut througJi 
the middle of the front side, to within % inch of the roof; then cut 
first left and then right till within V^ inch of the roof; then cut first 
left and then right till vdthin l^ inch of either side; fold back for doors 
Make a chimney on one side, reaching from the bottom upward. 



t^UOGEAM 75 

Week III — The Shoemaker 

Monday — Designate a corner of the room for a shoeshop. Put a "line" 
across, on wliicli shoes are to be hung. Put a chair in the shop. Have 
many sizes and Icinds of shoes drawn on manila paper. Give each child 
one shoe; require him to cut that and tlien cut a mate to it. Color and 
string or button these shoes properly. If slipperrs are given, make 
such decorations as they have seen on such slippers — as buckles, bows, 
beads, straps. Choose a hard worker to be the shoemaker. Let him sit 
in shop and paste the best shoes on the line as they are finished. He 
may then conduct a shoe sale. There should be "Big shoes, and little 
shoes; slij^pers, boots and babies' shoes." 

Tuesday — Model various kinds of shoes from clay. Do not let dry. 

Wednesday — The Baker. Construct from hea\'y paper, pans for rolls, 
large trays, pie plates and cake pans. Let children originate their own 
designs. Guide and help only when necessary. When finished, each 
may fill his receptacle with suitable products and flay haker. Products 
may be made from clay. Do not dry. 

Thursday — Baker's Cap. Strip of white paper, cut to fit around head. 
Circle of white crepe paper, diameter to be number of inches across 
head from top of one ear to top of other ear. Gather circle with needle 
and white thread — fasten in four places with pins and paste firmly to 
the band. Remove pins. Save. Learn baker game or song. 

Friday — Baker's Apron — Make of white crepe paper or white wrapping 
paper. Use folded strips of white crepe paper for strings and for the 
over-head loop. Put on caps and aprons. Play baker. Take home. 

Week IV 

Give talks and tell stories of work which to some may seem humble. Talk 
on sanitation and tell value of the garbage collector to the community. 

Monday — Garbage Can. Construction paper 3x8 inches. Paste one short 
end over the other to form a cylindrical shape three inches high; stand 
this on paper and draw two circles the exact size of the bottom — leave 
space of an inch between these two. Now, using the same center draw 
other circles outside of the first two, ^2 an inch larger. Cut out, fol- 
lowing the outer circle. Now cut slits from the outer edge, just touch- 
ing the inner circles, and turn the cut edge upward, exactly on the inner 
circle. Have slits about ^4 inch apart. Put paste on the flaps of one 
circle and fasten to the inside of can for bottom. Put paste on flaps of 
other circle; then cut a strip i/^ inch wide and paste around, on outside 
of flaps, allowing the flaps to spread just a tiny bit so the top will fit 
smugly over outside of can. Put a paper fastener through the middle 
of the top to form a little knob by which top may be lifted. Take home. 

Tuesday — Garbage Carts. Make a box, using the 16 square fold with any 
convenient size square. Cut two large whels from stiff paper and fasten 
for wheels. Play garbage collactor 



76 Pbogeam 

Wednesday — Feathek Duster. Have children bring a bunch of soft fluffy 
chicken or other feathers which they may find on the ground. Tie a 
bunch of these to a small stick, fastening with a tiny wire. Cover wire 
with a bit of colored or tinfoil paper; paint handle black, and shellac. 

Thursday — Boot-black Stand. Make foundation of cardboard box. 
Crayon paper brown and paste over box. Crayon more paper to be used 
for chair. 

Friday — Construct Chair from paper crayoned yesterday. Use original de- 
signs — make substantial, and of the right proportion. Make small low 
box for foot rest. Use paper which has been crayoned brown. 

FEBRUARY 
Week I 

General Thought— Give talks on the weather. Lead from wintry weather 
to study of Eskimo Life. 

Monday and Tuesday — Dress clothes pin dolls to represent Eskimos. Let 
boys saw off some of clothes pins for Eskimo children. Use long pea- 
nuts for Eskimo baby. Boys will enjoy making the hoods. Bits of fur 
from rabbits or squirrels will serve for trimmings if no old furs may 
be obtainable. Save for sandtable. 

Wednesday- — Sandtable. Prepare it for Eskimo Village. Put in large 
lalces; make mountains of sand and cover with flour, starch, powder or 
lime and sprinkle with artificial "snow." Frigid zone animals may be 
placed near the lakes. Mark off spaces for homes. 

Thursday — Make houses from mounds of clay. Mark with a sharp stick 
or case knife to represent blocks of ice. Cover with flour — rub it on 
gently and sprinkle with artificial snow. Have all the ground covered 
with snow. Place Eskimos around. 

Friday — Make polar bears of cotton, cloth or clay. Also Eskimo dogs — 
or bring tiny toy dogs. Some child may make a sled and hitch dogs to 
it. Place on sandtable, putting bears on the lake. Invite others in to 
see table when finished. 

Week II 

Talks on Heroes — Patriotic Talks. Tell stories of Lincoln and St. Valen- 
tine. 

Monday — Make Flag. Drawing paper 5x7 inches. Mark place for blue 
field and pencil lightly, a guide line for stripes. 

Tuesday — Color flag; place on tiny gummed stars which may be bought 
prepared, or cut tiny triangles of silver paper and paste on. Place 
flags around room. Teach meaning of the colors; tell of making ot 
first flag; practice flag salute. 

Wednesday — Frame a Picture op Lincoln. Buy tiny "Brown pictures," 
two for a penny. Take a square of glazed paper, blue on one side and 
white on the other, and fold so that the blue side turns outward. Fold 
corner to opposite corner; crease, open. Fold other two opposite cor- 



Program 77 

ners — crease; open. Fold each corner to the center at point of inter- 
section of diagonal lines — crease each firmly. This forms a square witii 
all the corners touching at center. Leave folded thus. Now fold each 
point directly backward, so that the corner touches the middle of each 
crease which forms the square. Insert the picture of Lincoln, and secure 
the frame by pasting a tiny star across each place where the two diago- 
nal edges meet. Make a large red dot near each corner on white side of 

paper. Take home. 
Thursday — Lincoln's Log Cabin. Make on sandtable. Use cylindrical 
rolls of brown wi-apping paper for "logs," and fasten together with glue. 
Make roof of cardboard, painted darker brown. To make "logs," cut a 
piece of paper 8 x 12 inches, lay on it a long pencil or piece of reed 
and begin rolling the paper around it, holding it very tight; continue 
rolling and holding till the end is reached; fasten firmly with glue. 
These logs may be cut into desired lengtli^ with a sharp knife. It is 
easier to make all logs the same length and cut as needed. 
Friday — Paper-cutting. Make poster of Lincoln as woodcutter. Give 
children paper suitable for a background, and plain white paper. Have 
them cut trees and paste in a group. Cut boy wearing large hat, to 
represent Lincoln; cut axe and paste on his shoulder and have him 
walking toward the woods. A small cabin may be cut and pasted in 
the distance for his home. 

Week III— St. Valentine — Postman 

Monday — Have children draw cupids on red paper, from patterns, cut and 
mount on small white card. Place around room. 

Tuesday — Make postman's letter bag from bogus or wrapping paper. Pass 
paper, paste, scissors, and string and let each design his own bag. Two 
or three children may construct a mail box and put up in a convenient 
place for posting letters. Green construction paper may be used. 

Wednesday — Make fancy envelope for valentines and make valentines. 
Take a six inch square of white paper. Fold as directed in making 
picture frame — only stop when all corners have been folded to the center. 
Then cut hearts from white paper the right size for the envelope; write 
carefully, sweet valentine messages on the heart; place in envelope and 
seal by pasting over the four corners, a tiny red heart. On opposite 
side of envelope write the name of someone in the room; place a square 
of red paper in corner for stamp and drop into mail box. Have post- 
man collect mail and take it to the postoffice (teacher's desk) ; then 
sort, according to rows, and deliver. Postman should have a whistle 
to blow. All read valentine messages aloud. 

Thursday— Let children make original valentines. Address to friends in 
other grades. 

Friday — Talk about Washington's birthday; recall or tell cherry tree in- 
cident. Mould clay cherries; fasten in green wire for stems. Let dry 



"^S Progkam 

Week IV 

Monday — Make Cherry Tree. Teacher may have ready part of a branch 
which takes the shape of a cherry tree. "Plant'' this in a deep bowl 
or liower pot — staying it with rocks, and filling the pot with sand. Let 
children cut cherry leaves from green crejie or tissue paper; paste these 
on the twig till it looks quite like a tree covered with leaves. 

Tuesday — Paint cherries — make most of them red — a few green. Let dry 
a little while; shellac and hang on the tree made yesterday. They 
may be hung both in bunches and singly. Save for decoration on Wash- 
ington's birthday. Cranberries make wonderful cherries when green 
wire is inserted. 

Wednesday — Cut hatchets from heavy white construction paper; paint or 
crayon handles light brown and blades black. Hang, for decoration. 

Thursday — Paper-tearing. Make simple snow scene. Give each chila 
dark gray construction paper 5x7 inches; also a piece of white paper 
from which he may tear a hill covered with snow. Paste on the dark 
gray background and add some detail as, house, tree, snow birds, child 
with sled, etc. These details may be torn from black silhouette paper. 

Friday — Tear from white paper, a snow man; paste on larger piece or 
dark jraj^er ; tear his hat from black paper. Draw eyes, nose, mouth, 
buttons, etc. Paste in booklet. Also paste in booklet any other work 
which has been saved. 

MARCH 
Week I — Nature Observations — Seasonal Talks 

Make calendar with March scene. Have all children work together. Use 
large sheet of paper 20x24. Teacher may have days, etc., printed at 
bottom of paper and space outlined at top for the picture. Hang up ana 
discuss size of objects to be made, arrangement and color. Children 
may suggest scene or teacher may show a scene which she wishes to 
copy. Only the best result is chosen this time and is placed on calen- 
dar by the teacher. 

A Suggested Scene : Barn with weatherwane ; boy flying kite ; little gin 
running with balloon; tiny green grass springing up with dandelions 
showing here and there. 

Monday — All work on barn and weathervane; work for right proportion, 
good form, etc. This may be cut from dark or black paper. Select best 

- result for calendar. 

Tuesday — All work on boy and kite — which are to be cut from dark paper. 
Select best. 

Wednesday — All work on cutting of girl and balloon. Save best result. 

Thursday — Free Drawing. Let children select and draw whatever they 
wish. Suggest here and there, if something is needed, but do no helping 
with pencil or crayon. 

Friday — Most children may cut tiny blades of grass for calendar; a few 
work on tiny yellow, fringed circles for dandelions. Paste best on cal- 



Program 79 

endar ami let cliilclren appreciate the work done by the whole group 
or class. 

Week II — Make Story Book 
Illustrate any story children may have had, combine cutting and drawing, 

and this time, let each child mount each part of his story on a separate 

sheet and when finished, tie the sheets into booklet form. Make suitable 

back and print the name of the story contained inside. Suppose you 

were illustrating "The Three Bears." 
Monday — Make Goldilocks and her house. This may be cut from magazine 

or fashion sheet and neatly mounted on paper 9 x 12 inches. Save. 
Tuesday — Cut simple house for home of the bears; mount, and draw trees 

around it. Save. 
Wednesday — Make table and tlie three bowls. May be cut from catalogs 

or cut freehand, or both methods used on same picture. Mount and 

save. 
Friday — Three beds cut from catalog; mount and save. 

Week III 

Monday — The three bears cut from patterns given by the teacher. Mount; 

save. 
Tuesday — Picture of Goldilocks running — cut from fashion sheet or maga- 
zine or from pattern given by teacher. Mount; save. 
Wednesday — Make back for booklet. Print name of story. Punch holes 

in leaves, in order in which they shovild come. Tie booklet with cord, 

shoe-lace or ribbon. Save for exhibition. 
Thursday — Begin work in garden; pick up and rake up rocks, glass, etc.; 

or fix cracks in the fence; work on hedges or shrubbery and get ready 

for planting. 
Friday — Planting. Be sure to plant pop corn and pumpkin seed, so 

that you may have plenty in your school next fall. Appoint children 

who live near to look after it during the summer. 

Week IV 

Monday — Draw twig with tiny green leaves. Save for new spring booklet 
to be made soon. 

Tuesday — Paint simple twig and blossom. Save for booklet. 

Wednesday — Draw peach trees; paint on the pink blossoms. Let children 
study tree to get idea of its general shape. Save. 

Thursday — Use dark green paper. Paint apple, pear, or cherry tree- 
brown trunk and branches and white blossoms. If you cannot get white 
paint, make blossoms with white crayon. Save. 

Friday — Make real kite. Use smooth flat sticks and wrapping paper. Let 
bojs get all the sticks ready ; get some older boy who knows to suggest 
length of tail and bridle for that particular size of kite. Let each child 
take home a really good kite which will fly. 



80 Program 

APRIL 

General Thought — Rain and Rainbow — Flowers and Easteb 

Week I 

Monday — Doll's Umbkella. Draw a 4-inch circle; draw lightly, lines to 
indicate the two diameters, thus forming four radii. Cut along two of 
these radii, thus eliminating one-fourth of the circle. Paste together 
the edges thus cut so as to form an umbrella shape. Cut a strip of 
cardboard 5 inches long and 3/16 of an inch wide; push this a little way 
through the top and fasten with heavy paste — this forms the handle. 
Colored paper may be used or white paper colored before fastening. 
Handle may be made any fancy way desired. 

Tuesday — Make a small poster — pale blue sky and ground, rising to a hill. 
Make an arc of the rainbow, using the colors of the spectrum, in order, 
— red, orange, yellow, green, blue, violet. Use tiny soft lines of color, 
evenly put on. Let rainbow disappear behind the hill. This will re- 
quire much practice to obtain a good result. Use colored crayons. Save 
for booklet 

W ednesday — Make jonquil stencils. On a piece of cardboard 4 x 10 inches, 
draw from pattern a jonquil and one or two leaves very close to the 
stem. Cut carefully on the lines with a sharp knife- -cutting out the 
flower, but leaving a hollow pattern of it on cardboard. Ur-e for deco- 
rating booklets. 

Thursday — Spring-time Booklet — Heavy brown construction paper for 
backs — two pieces 8 x 12 inches. Place on one piece the jonquil stencil, 
and keep in place by the use of several paper clips — the kind which 
slip over the edge; or use tiny thumb-tacks. Use water colors; paint 
blossom first, making it orange-yellow; then paint stem and leaves green. 
Remove stencil very carefully and put aside to dry. Use as little water 
on brush as possible. 

Friday — Cut, punch and arrange leaves for booklet and finish making; 
use rings or cord for fastening. Make leaves of drawing paper. 

Week II 

Monday — Paste into booklet, all work saved beginning March, Week IV. 

Tuesday — Paint from observation, a violet. Then a group of three violets. 
Save. 

Wednesday — Chicken Coop. Give each child heavy dark mounting paper 
and lighter paper; paste and scissors. Let him make any style coop he 
has seen by cutting strips and pasting into place. 

Thursday — Baby Chicks. Use white cotton; tie with thread so as to 
form head. Make feet of small white covered wire which may be painted 
yellow and fastened into cotton with glue. Make bill of cardboard and 
use tiny beads or knots of thread for eyes. 

Friday — Labge Postee. Mother hen, chicks, coop, grass, drinking vessel. 
Each row of children may work on some one object — for instj^nce, first 



Program 81 

row may all cut hens; second row, all cut coops, and so on. Select best 
results to paste on large poster. Grass may be drawn or painted. 

Week III 
Monday — Show pictures of various kinds of nests. Let children copy any 

one of them, drawing with crayons. Then, all draw hen nest and eggs. 
Tuesday — Clay. Model nests and eggs — put eggs aside to dry. 
Wednesday — Clay. Model more eggs and save. Model clay hen and 

rooster. Do not save. 
Thursday — Draw around pattern and cut out large Easter bunny. Save. 

Cut freehand, other bunnies, large and small to take home. 
Friday — Paint clay eggs saved, in various colors, for Easter eggs. Let 

dry — shellac. Have egg hunt with these eggs. Give Easter cards as 

prizes for children who find greatest number of eggs. These may be col- 

lecti'd and hidden several times during same day. When hunt is over 

collect all eggs and divide them equally. 

Week IV 

Monday — Dye real eggs. Eggs should be boiled at home, and if you have 
no way to heat water at school, borrow a kettle of boiling water from 
a neighbor and pour over eggs, which should be placed in large pan or 
pail and covered. Paint pans may be used for dyes or children may 
bring clean, old cups from home. 

Tuesday — Clay. Model large bunnies. Do not save. 

Wed/tiesday — Individxtal Posters. Tan or light gray construction paper 
for mounting. Cut from white or brown paper, mother bunny and three 
baby bunnies. L^se patterns. Paste on background — add detail of sky, 
ground or grass. Save. 

Thursday — Clay. Fancy, strong Easter basket, with eggs — and bunny. 
Do not save. 

Friday — Draw dandelion, using proper colors. Paste this and other les- 
sons ..^aved into the spring booklet. 

MAY 
Geneeeal Thought — Plants — Birds — Vegetables 
Week I 
Monday — May Baskets. Make two concentric circles — inside circle 2 
inches in diameter and outside circle 5 inches in diameter. Cut on out- 
side line; fold the circle three times, leaving line of small circle outside; 
open; turn upward, creasing on line of inner circle — this forms the bot- 
tom. Then crease outward all folds around the sides, thus making a 
circular, flaring form. Paste on a strong, rather wide handle, and notice 
the change in shape. Fill with tiny wild flowers and take home for a 
surprise to mother. 
Tuesday — Select for painting, some plant from the garden. Save. 



82 Pbogeam 

Wechiesday — Sliow picture or observe a common bird. Let children draw 
outline, then color. Choose easy model at first. 

Thursday — Work in garden — pull out weeds, dig arovind plants — observe 
growth, etc. 

Friday — Sandtable Garden. Decide upon five or more different vegeta- 
bles to have grovdng — and assign pupils to work on each row. Let them 
lay off rows and then find twigs, grasses, and weeds having leaves the 
same shape as those of certain vegetables. Pick, group if necessary, 
and plant these on sandtable. Sing garden songs. Suggested vegeta- 
bles : corn, lettuce, beets, onions, cabbage. Sprinkle the plants so they 
will keep fresh during the rest of the day. 

Week II 
Monday — Doll Hat. Make 5 inch circle; divide and cut as in lesson for 

April, Week I — Monday. After pasting, turn edge up about Y^ inch. 

Trim with flowers, feathers, or tiny ribbon band. 
Tuesday — Paint from observation — a radish from the garden. Save. 
Wednesd^iy — Paint from observation, a bunch of cherries. Save. 
Thursday — Paint from observation, a simple sprig of geranium. Work 

for exact shades of green and shapely leaves. 
Friday — Paste into booklet, all the work which has been saved since the 

last pasting lesson. 

Week III 

Monday — Make clover chains. Pull with long stems. Tie end of stem ot 
one clover around blossom of another; and end of stem of third clover 
around blossom of second clover, and so on. At end, may make into 
one long chain; children may hold to it, equal distances apart and have 
a fancy march. This should be an outdoor lesson, but clovers may be 
picked and brought into the room. 

Tuesday — Clay. Talk about clover as good food for cows; show picture 
of cow or observe one nearby. Then mould. Make body first — then 
insert wire, toothpicks or hairpins for legs, and mould clay around these 
into proper shape and size; put in toothpick or wire for neck also and 
model clay around, and form head and mouth. Short pieces of toothr 
picks may be inserted for horns and clay shaped around. Make tail in 
same w^ay, using fine wire for support. This makes a more sturdy 
animal than when supports are not used. Put aside to dry. 

Wednesday — Model milk pails and churns of various sorts, such as chil- 
dren have seen. Do not save, 

Thursday — Gather several kinds of vegetables from garden and group them 
artistically. Have children paint or draw these and paste into booklet 
ready to take home or put on exhibition. (If there are blank pages in 
booklets after all work has been pasted in, let children remove them be- 
fore taking books home — unless these pages are blank because of child's 



I^ROGRAM 83 

absence from school.) In that case it helps to let him take home an 
incomplete booklet. 

Friday — ^Talk about cows of difl'erent colors, and show pictures of two 
kinds. Let children paint thei cows made Tuesday, copying one or the 
other picture. Let dry — shellac. Take home or put on exhibition. 

Note: A good way to exhibit these cows would be to plant grass seed on 
sandtable about ten days beforehand — keep watered and if it grows too 
tall, clip it off evenly. Place cows in this "pasture" to graze. They look 
very real this way and make a very attractive exhibit. 
IV'eek IV — Cardboard Construction 

From boxes, which children may bring and pile neatly in some convenient 
place. Let each bring as many boxes as he can. Then teacher may 
permit any child to select any box he may need for his construction. 
Boxes may be large, small, heavy and light. Have also a collection ol 
empty ribbon bolts, spools, and milk bottle tops for wheels. Let this 
be a week of purely experimental work — ask questions to give ideas 
about some of the constructions to be perfected. Have at hand hea\'y 
paste or glue, scissors, knives, string, etc., and let them set to work. 
The results will surprise you. 

Some things easily made from boxes: Wagons, bed, cradle, table, chair, 
piano, trolley car, box car, train, sled, doll carriage, soda fount, auto 
truck, sofa, davenport, swing, etc. 

PART V 

Program for Home, Playground or Summer School 

JUNE 

Week I 

Sunhonnets — -Make large enough to wear. Boys may make them for sister 
or mother, but small boys like to wear them. 

Ifa^eria?— Colored cambric, paste, construction paper, scissors, colored 
crayon or water colors, paper fasteners. 

Measurement — To get size, measure the head with a tape line, straight 
across, starting at a point about an inch below the ear and ending at a 
point an inch below the other ear. (The size for small children varies 
from 14 to 18 inches.) 

Monday — Draw a circle on construction paper, using the head measure for 
the diameter of the circle. Cut out the circle. Use this as a pattern 
and make a circle on the cambric. Cut out cambric circle. Now cut 
paper circle in half — one of the halves will form the foundation of the 
bonnet. Use this half circle as a pattern and draw and cut a half circle 
of cambric. Put aside till tomorrow. 

Note : If two children's heads are same size, paper may be saved by hav- 
ing only one of these make the circle — since only a half circle of con- 
struction paper is needed, by each child. A little planning will take 
care of this. 



84 I'rogeam 

Tuesday — (1) Spread paste on paper half-circle, and paste on carefully 
the cambric half-circle. This forms the underside of bonnet. Press 
firmly, using a clean paper to keep off finger prints and also a clean 
paper over desk tops or tables so that bonnets will not soil while still 
damp with paste. Do not use newspaper. 
(2) Spread paste on other side of paper half -circle, and paste on the 
whole circle of cambric, thus making the tojt of bonnet and leaving an 
unpasted half-circle of cambric for crown and back of bonnet. Put 
aside to dry. 

Wednesday — Cut two strips of cambric 2 x 14 inches, for ties under the 
chin, and one strip 2% inches wide and ly^ yards long to draw bonnet to- 
gether in back and tie into a pretty bow. With paints or crayon make 
designs around top edge of bonnet. It may be the simple repetition ot 
a dot; a line and dot; a conventional design of lines or figures; or a 
simple flower form repeated. 

Thursday — ( 1 ) Attach strings to underside of bonnet, near the point 
where the curved and straightline of the half-circle meet. This is best 
done by making a tiny hole with a knife point and then sticking paper 
fastener through so that the brass head is on the outside. 

(2) Now cut tiny holes or slits about one inch apart and two inches from 
edge, in the back of bonnet. Run the long strip in and out through the 
slits. Put bonnet on owner's head and tie under chin — then draw up 
to the right size in back and tie strip into a bow. Bonnet is now ready 
for use. 

Note: These bonnets are very attractive and becoming when soft, pretty 
colors of cambric are used and designs are carefully put on. The un- 
derside color may be difl'erent, but must blend well with the top. The 
top circle and the half-circle of cambric may be cut a trifle larger than 
the paper circle and may be scalloped, decorated and allowed to hang 
over face. Doll's bonnets may be measured and made in the same way. 
(I am greatly indebted to Miss Brown of Columbia University for this 
method of bonnet-making and also for the work in cardboard construc- 
tion vidth boxes.) 

Friday — Use handwork period for some outdoor recreation or work — and 
let children wear their bonnets. You might pick flowers; observe na- 
ture, play in sand box or pile, pick up papers from school yard, go a 
little way ofl' and sit down for lunch or hunt tall grasses for next week's 
work. 

Week II 

Braiding — This week, work at braiding. Practice the four or -five strand 
braid. If possible find long blades of grass. It is very pretty when 
made into mats and baskets and children like to use nature materials. 
Raffia may be used. After braid has been made, thread a needle with 
a fine strand of grass or raffia and begin coiling and fastening with the 
thread, letting stitches take same direction as the coil and making them 



I 



Program 85 

of equal length. Keep on coiling till a Hat, smooth mat is made; then 
curve mat upward and shape into basket or doll's hat. (Make crovyn 
of hat first). This will require a week or more. If there is time, make 
various kinds of baskets, bags, whisk broom holders. Many articles will 
suggest themselves as you work. 

Five Strand Braid — Fasten five blades of grass together and secure with 
pin to fence, table, knee or any place which is convenient. Starting at 
the left, put the first blade over the second and under the third; then 
hold this with left hand and begin at the right, and put the first blade 
over the second and under the third and hold with the right hand. 
Continue in this way. To join blades, put in one new blade at a time, 
pushing it up into the braid, just over the blade to which it is joined. 
Week III — Sand-Floweks and Butterflies 

Matei-ial— White or light sand, egg dyes or water colors, liquid glue, white 
cardboard, flower and butterfly patterns. 

Preparation Beforehand: Different colors of egg dyes may be mixed in 
separate containers and white sand poured into each and allowed to 
stand until well soaked and of the desired color. Pour out on boards or 
newspapers to dry. 

Draw around flower or butterfly patterns on the cardboard. Then with a 
brush put glue on that part of flower which you wish to make first- 
going inside the outlines and exactly on outlines also. For instance, it 
you wish to make the red petals of a tulip first, go over only the part 
which is to be red, with the glue; then put red sand on generously; pat 
down gently, not minding if it gets on other parts of paper; then pour 
oft' surplus sand. If not enough sticks, apply again and pat gently. If 
still more is needed, when dry, put on more glue and then apply more 
sand. Apply glue very lightly the second time. Stems and petals may 
generally be brushed with glue at same time and green sand applied. 
Use only one color sand at a time to avoid mixing colors. 

Sometimes it is a trifle easier to put glue on whole flower and use white 
sand for the whole flower. Then put aside to dry thoroughly. Now 
mix water colors and paint, touching the sand very lightly with a brusli 
quite wet with paint. The painting must be carefully done and just 
enough water used. Sand flowers and butterflies are very attractive. 
Various other objects may be made in similar manner. 

Week IV — Stocking Dolls 
Let each child bring two or three clean, old stockings, black, brown or 

white. Have at hand needles, thread, tiny buttons, sawdust, excelsior 

or cork, scissors, shellac. 
Let them cut out and make dolls — make body first — then stuff. Make the 

right size head and neck, cut together, for that particular body. Stuff 

and sew to body. Then make well proportioned limbs, stuff and attach. 

See that these are same length and size. Have only the thumb empha- 



86 Peogram 

sized in making the hand, and the general shape of the foot. Use 
thread, buttons, or oil paints to help form the features. When finished, 
shellac. 
Then each child may bring suitable scraps and make proper under and 
outer clothing for their dolls. Boys may be "tailors" and make boys' 
clothes for theirs. (It is not necessary that each doll be the same size 
— only requirement sliould be that it be well proportioned). At end ot 
week have a "doll-baby" show and invite outside people. Give a blue 
ribbon for the best-made doll and a pink ribbon for neatest and most 
appropriate clothing. 

JULY 

Week II 

Monday — Fans Cut two 8-inch circles from drawing paper. Decorate 
around edge with simple border or floral design. Take a splint 8 inches 
long and % of an inch wide and paste securely to plain side of one ot 
the circles, letting it extend about 114 inches toward middle of circle. 
Then put paste around edge of circle and on top of splint; lay on the 
other circle and press firmly. — Suggestion from Miss Burke, Columbia 
University. 

Tuesday to Friday — Doll's Parasol. Use covered wire and long grass or 
ralfia. Cut 8 pieces of wire, 8 inches long; one piece 4V^ inches long 
and one piece 9 inches long. Arrange two pieces of 8-inch wire so that 
they cross exactly in the center. Take a fine thread of raffia or grass 
and wrap it around, just enough to keep wire from slipping; then place 
the other 8-inch wires, using one at a time, and holding exactly in the 
center, so that they form the radii of a circle or resemble the 
spokes of a wheel. Fasten them with the fine grass thread, wrapping 
as little as possible. Be careful to preserve the center. Then insert 
4I/S2 inch wire between any two long wires by simply sticking ^ inch 
of it through the center. Begin weaving with a long blade of grass, over 
and under until you have gone over or under each wire keeping 
in same direction, and being careful not to go undei- the same wire 
twice in succession. Curve wires as you work so that they resemble the 
top of a hoisted parasol. Weave to within half an inch of the end, then 
fasten grass and turn under last stitch through which it comes. Fasten 
securely, the 9 -inch wire through the center of top and wrap and shape 
prettily for handle. It may be necessary to sew through the top several 
times with grass, to make handle steady. 

To join strands : Stick end of last strand back through a few stitches ; 
stick end of new strand up through last stitch and begin weaving. 

Week II — Drills in Crayoning 

Color should be applied very lightly and evenly, and with long strokes 
at first. 



Progbam 87 

Monday — Practice with black crayon. Use paper 5x7 inches. Work for 
even color. Use several sheets for practice. Then use blue crayon and 
work for the delicate blue of the sky; then crayon a day sky (light 
blue) and a night sky (darker blue). Be sure no harsh strokes are 
made to obtain the darker blue — just a repetition of light blue on top 
of light blue. Display best results. 

Tuesday — Experiment and practice with various other colors. Use hea\^ 
drawing paper. Make picture of Mother Goose characters by drawing 
around patterns bought or made by teacher. Crayon carefully; copy 
colors from Mother Goose book. 

Wednesday, Thursday and Friday — Continue crayoning Mother Goose char- 
acters. Make border of best results. Others may be mounted on card- 
board and taken home. 

Week III 

Corn Shucks Hats — Are very artistic and really serviceable. They should 
be made large and used for sun-hats or may be trimmed with flowers, 
worsted, velvet ribbon, dyed grasses or corn shucks flowers, and used 
for picnic or garden party. Use shucks that are fairly well dried, then 
no shriveling will take place. If too dry to manipulate well, they may 
be dampened. Method I. Cut shucks into strips % inch wide and make 
four strand braid; make into any desired shape, starting as you would 
a mat and sewing with fine raii'ia. When mat is large enough for top 
of crown begin shaping downiward for side crown — then shape outward 
for brim. Keep shucks flat while braiding and in forming hat, let each 
row overlap the preceding row just a little. 

Method II: Cut a large hat shape from heavy wrapping paper. Make 
brim, side crown and top crown separate. Cut strips of shucks % inch 
wide; point these by folding twice at one end so that a "v" shape is 
formed. Let this point extend 14 inch beyond paper brim and sew on 
strips so that they overlap just a bit at the outer edge — they will over- 
lap more at inner circle which fits the head. Let this be top side ot 
brim. Cut strips 2 inches wide and cover underside of brim. Turn 
these under to fit exactly the edge of brim. Cover side crown vnth 
pointed strips, the points to be sewel over the top brim when side brim 
is attached. (It is well to cut side brim high enough to allow slits to 
be made at the bottom— these slits to be 1 inch long and half an inch 
apart — then the paper can be pointed and the shucks sewed on top and 
when attached to brim, the hat will be strong.) Cover top crown with 
pointed shucks % inch wide. Let points extend % inch beyond the 
paper. Let shucks radiate from center and cover ends by sewing on 
circular or square piece of shucks. Join top crown to side crown by 
tacking points down on and around side crown. The brim will stand 
a row or two of machine stitching or sewing with worsted thread. 
These hats are especially attractive when pressed between cloth with 
moderately heated iron, trimmed and lined. 



88 Program 

Week IV 
Stencils — Draw on cardboard from patterns simple flowers, fruits, birds 

or butterflies and cut out witb sharp knife. 
Monday — Pear or bunch of three cherries — stencil. 
Tuesday — Bluebird Stencil. 
Wednesday — One large and two small butterflies; arrange artistically. 

This makes an attractive table cover border. 
Thursday — Tulip or poppy stencil. 
Friday — Daisy or brown eyed-Susan (to be used on colored material). 

AUGUST 
Week I 
Stenciled Soraf or Table Cover — Children bring linen or other suitable 
material for table cover. Hem with sansilk or floss, using the running 
stitch and alternating long and short stitches, the long stitches to be 
% inch, and the short ones Y^ inch. Fasten scarf firmly, stretching it 
till it is very smooth. Lay on stencil and paint with oil paints ot 
proper color. Use any stencil made last week. This work takes much 
time and will furnish work for the whole week. Curtains may be made, 
instead of table cover. 

Week II 

Monday — Sunflower. Show real sunflowers; talk about parts, their 
shape and color; size of stem and mode of growth of flower. Have chil- 
dren cut patterns of petal, center and stem, working for correct propor- 
tion. Use newspaper for cutting pattern. 

Tuesday — (1) Draw around pattern and cut center from orange-yellow 
paper. (2) Mount center on paper of suitable size. (3) Cut stem 
and paste below center, just touching center. Use green paper, right 
shade. (4) Draw around pattern and cut several petals at one time. 
Use yellow paper. (5) Paste on the petals. Take home. 

Wedri/esday — Crayon Trees. Observe shapes en masse of various types ot 
trees in you locality. HaVe children crayon these using correct colors 
for trunk and branches, as they appear from point of observation. 
Then let all make, for instance, an oval shaped tree; then a spreading 
tree; then a pointed top tree, etc. Use drawing paper of uniform size 
and make into a tiny tree booklet. Cover may be made of drawing 
paper with simple border-line around and "Trees" printed near the top. 

Thursday — Advanced Paper-cutting. Best suited to Fifth Grade and 
above. This deals with the making of flowers by cutting separate pieces 
of paper of correct color and shape, and pasting in place so that they 
make the picture of a flower. These papers may be bought of any school 
supply house. Call for glazed cutting papers, assorted colors. Buy also 
colored plates of attractive, simple flowers such as daisy, lily tulip, 
pansy, etc., or Flower and Seed Catalog pictures may be used. Show 



^Program S§ 

pictures and talk about different parts of these flowers, their shape, 
color and size. Then let children pick out papers to match color, cut 
out, paste or suitable mounting paper, securely and neatly. It is well 
to paste stems first and then arrange flower and leaves in correct posi- 
tion on stem. The class may be divided into three or more groups, each 
group making a different flower. In more advanced classes, cuttings 
may be made from real flowers, instead of pictures. Use simplest ones 
at first — perhaps just a clover leaf would be bard enough for first lesson 
or a simple vegetable might be a good starting point. 

Week III — Sandtable — County Faie 

Monday — Plan grounds and lay off walks; ascertain just how much space 
can be used for buildings and decide upon size; how much can be used 
for amusements and decide upon the size of apparatus. Lay off plenty 
of space for stock and poultry exhibits and decide on style of pens, etc. 
Have a few children at a time, work on these spaces and mark off. 

Tuesday — Clay-Modeling. Divide class into two groups. One group 
make poultry of different sizes; other group make hogs and pigs. Save 
best results, and dry. 

Wednesday — Group I may mould horses. Group II mould cows. Save 
best, and dry. 

Thursday — Show pictures of various kinds of apples or show real apples. 
Group I, mould apples. Save best and dry. Group II, paint pictures 
of fruit and vegetables on drawing paper of such size that when the 
ends are pasted one over the other the result resembles cans of fruit or 
vegetables. These cans and apples may be displayed on "shelves" over 
which a shelter is constructed or may be placed just outside the "Agri- 
cultural Building." 

Friday — Model clay vases, bowls and dishes for the "Chance Booth." 

Week IV 

Monday and Tuesday — Cardboabd Construction from Boxes. Divide 
class into four groups. 

Group I — Work on soft drink stands, ticket stand, etc. Paste pictures 
inside in such manner as to represent clerks behind counter, or in ticket 
office. 

Group II — Work on pens, shelters and coops. 

Group III — Work together on one Merry-Go-Round, with the teacher guid- 
ing, but children leading in suggestions. Two children may work on 
the circular top and bottom, and cut from cardboard, tiny horses. Still 
others may fasten the seats and horses. 



90 



ProgbaM 



Group IV — To be composed of only two or three of best workers. Con- 
struct Agricultural Building under direction of teacher. 

Wednesday — Paint and shellac clay animals and apples. 

Thursday — Paint and decorate booths, buildings and Merry-Go-Round. 

Friday — Set up sandtable. Invite guests to see it. Play going to the 
Fair, and making purchases. Sell out and let them take home what 
they made. Group constructions may be used as aivards for good work 
or conduct. 

N. B. — Do not mistake the busy bustle of handwork for disorder. See 
that all are busy and expect to hear "the hum of machinery" where 
articles are being manufactured. 




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